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FIRST  SABBATH  SCHOOL 

IN 

FRAMINGHAM,     MASS., 
FROM  1816  TO  1868; 

WITH  A 

SKETCH  OF  THE  RISE  OF  SABBATH  SCHOOLS. 
BY  J.  H.  TEMPLE. 


"  The  historian  must  first  of  all  give  an  accurate  record  of  facts  in  their  ju»t 
order;  but  if  the  Past  is  to  speak  persuasively  to  the  Present,  it  must  be  to  reani- 
mated as  to  bring  to  view  living  men  and  scenes,  that  the  imagination  may  be 
enlisted  and  the  pulse  quickened." 


BOSTON: 

PBISTED  FOR  THE  AUTHOR  BY    VVHIGHT    &    POTTER, 
No.  4  SPKIXO  LANE. 

1868. 


Stack 


PREFATORY    NOTE. 


hT 


An  attempt  has  been  made  to  gather  up,  from  the 
scanty  records  existing,  and  from  the  memories  of  its 
early  founders,  the  history  of  a  Sabbath  school :  to 
trace  the  working  of  causes,  and  note  their  incidental 
and  full  results. 

That  the  effort  to  collect  these  scattered  materials 
was  made  none  too  soon,  is  apparent  from  the  fact 
that  no  public  record  is  extant,  and  only  one  person 
now  living*  has  been  found  who  can  give  the  date  of 
the  formation  of  the  school. 

Though  the  design  is  necessarily  limited,  and  the 
facts  set  forth  have  a  strictly  local  value,  yet,  as 
tracing  the  development  of  a  common  purpose,  and 
as  a  picture  of  the  times  when  the  Sabbath  school 
had  its  rise,  perhaps  this  little  book  may  possess  an 
interest  beyond  our  own  community. 

The  idea  of  gathering  classes  of  children  on  the 
Sabbath  for  catechetical  and  Biblical  instruction,  was 
not  a  new  one,  a  half  century  ago.  Individuals, 
moved  by  their  own  impulses,  and  by  Christian  prin- 
ciple, had  collected  a  few  children  at  their  houses, 
or  some  convenient  room,  and  taught  them  the  Scrip- 

*  Mrs.  Matthew  Gibbs. 

865576 


4  HISTORY   SABBATH   SCHOOL. 

tures,  and  sought  to  lead  them  in  the  ways  of  piety. 
Societies  had,  to  some  extent  in  this  country,  and 
very  generally  in  Great  Britain,  been  formed  to  teach 
the  children  of  the  poor  the  elements  of  reading  and 
religion  on  Sunday,  because  that  was  their  only  day 
of  leisure. 

But  the  thought  of  collecting  children  into  schools 
on  the  Sabbath  solely  for  religious  instruction,  and  of 
making  these  schools  co-operative  with  public  wor- 
ship in  the  promotion  of  Scriptural  knowledge  and 
godliness,  had  not  taken  intelligent  and  definite  shape 
in  this  country  before  1814  or  1815. 

Thus  the  school  in  Framingham  was  one  of  the 
earliest  parish  schools  established.  And  the  history 
of  its  formation  and  growth  will  be  substantially  the 
history  of  the  formation  and  growth  of  all  our  New 
England  Sabbath  schools. 


INTRODUCTORY. 


1814. 

The  first  steps  towards  gathering  a  class  of 
youth  for  religious  instruction,  in  Framingham, 
were  taken  by  Miss  Nancy  Bent  and  Miss 
Abagail  Stone. 

These  young  ladies,  who  were  intimate 
friends,  mutually  agreed  to  make  an  effort, 
each  in  her  own  circle  of  acquaintances,  to 
establish  a  weekly  meeting  of  children  of  both 
sexes,  for  the  special  purpose  of  moral  and 
religious  improvement.  The  leading  object 
was  the  study  of  the  Bible.  This  was  in  the 
summer  of  1814. 

Miss  Stone  formed  a  class  of  those  living  in 
what  is  now  the  village  of  Saxonville,  which 
met  on  Saturday  afternoons  at  the  house  of 
her  grandfather,  Colonel  Micah  Stone.*  How 
many  children  joined  the  class,  and  from  what 
families,  cannot  be  ascertained. 

*  The  house  stood  on  the  corner,  near  the  large  elms,  opposite 
the  counting-rooin  of  the  Corporation. 


6  HISTORY   SABBATH   SCHOOL. 

At  the  same  time  Miss  Bent  invited  the  chil- 
dren of  her  neighbors  to  meet  her  at  her 
father's  house, — also  on  Saturday'  afternoons. 
The  children  of  the  Boynton,  Abbott,  Hastings, 
and  Herring  families,  and  some  others,  to  the 
number  of  fourteen  or  fifteen,  accepted  the 
invitation . 

These  children  were  from  four  to  ten  years 
old.  They  would  start  from  home  soon  after 
dinner,  taking  their  braiding, — which  was  the 
child's  work  of  those  days,  and  at  which  they 
could  keep  busy  without  interfering  with  their 
recitations.  They  were  received  at  the  old 
mansion — so  shaded  by  spreading  oaks  and 
fragrant  locust  trees — with  a  cordial  welcome, 
which  made  the  most  timid  feel  quite  at  home. 

Some  had  learned  lessons  from  the  Cate- 
chism, others  had  committed  single  stanzas  or 
entire  hymns  from  Watts'  "  Divine  Songs," 
and  others  verses  of  Scripture,  which  they  in 
turn  recited,  and  received  kind  words  of  com- 
mendation, and  suggestion,  and  encourage- 
ment, as  the  case  required. 

When  the  prepared  lessons  had  been  heard, 
the  teacher  would  tell  them  a  story  from  the 
Bible,  or  speak  to  them  of  personal  religious 
duty,  and  close  the  exercises  with  prayer. 


FORMATION.  7 

These  classes  continued  to  meet,  respectively 
at  Deacon  Bent's  and  Colonel  Stone's,  through 
the  warm  weather  for  two  seasons ;  and  this 
effort  of  these  young  ladies  may  properly  be 
regarded  as  the  pioneer,  if  not  the  germ  of  the 
Sabbath  school. 


1810. 

The  two  years  previous  to  1816  were  remark- 
able for  the  special  religious  interest  which 
prevailed  throughout  the  town.  Between  Sep- 
tember, 1815,  and  September,  1816,  fifty-three 
were  admitted  into  the  Baptist  church,  and 
between  the  summer  of  1814  and  the  fall  of 
1816,  sixty-nine  joined  the  Congregational 
church.  The  newly  received  members — espe- 
cially those  in  youth — were  not  forward  to  take 
a  prominent  part  in  public  duties ;  but  such  as 
had  made  profession  in  previous  years,  and 
received  a  new  quickening  from  this  gracious 
visit  of  the  Spirit,  were  ready  to  meet  the  new 
calls  of  duty. 

In  the  summer  of  1816  Miss  Abagail  Bent 
spent  some  weeks  in  Bath,  N.  H.,  where  a  Sab- 
bath school  was  already  in  existence,  and  where 
she  had  became  warmly  enlisted  in  the  good 
work.  On  her  return,  late  in  August,  she  per- 


8  HISTOKY   SABBATH  SCHOOL. 

haps  suggested,  certainly  entered  heartily  into 
a  movement  for  starting  a  Sabbath  school  in 
connection  with  the  Congregational  church. 

This  method  of  Christian  labor  was  compar- 
atively new  in  this  country.  The  Sunday 
schools  of  England  were  peculiar  to  her  insti- 
tutions, and  were  not  a  pattern  for  us.  Only 
isolated  schools  had  been  organized  in  this 
State,  and  these  mainly  as  individual  enter- 
prises, or  charity  schools.  Probably  not  more 
than  nine  parish  schools  had  been  instituted 
before  the  summer  of  1816, — ours  being  the 
tenth  in  the  order  of  time.  But  the  plan  held 
out  sure  promise  of  rich  and  good  results,  and 
was  readily  taken  hold  of  by  those  of  congenial 
spirit. 

On  Sabbath,  the  first  day  in  September, 
(1816,)  a  consultation  was  held,  at  which  were 
present  Miss  Abagail  Bent,  Miss  Mary  Brown, 
(Mrs.  Jonas  Colburn,)  Miss  Martha  Trow- 
bridge,  (Mrs.  Matthew  Gibbs,)  Miss  Mary 
Haven,  Mrs.  Uriah  Rice,  and  Mrs.  Charles 
Fiske ;  when  it  was  decided  to  collect  a  class 
of  girls,  as  a  beginning  of  a  Sabbath  school. 

Only  ladies  were  present  at  this  first  consul- 
tation. There  was  no  public  sentiment  in 
Framinghain  in  favor  of  the  enterprise.  Only 
a  few  could  be  relied  on  to  help  it  forward,  as 


CLASS  OF  GIRLS.  9 

only  a  few,  who  had  a  heart  for  it,  were  suffi- 
ciently well  educated  and  experienced  in  teach- 
ing to  take  so  public  a  position.  But  in  the 
consciousness  of  a  good  cause,  these  few  quietly 
set  to  work.  No  public  notice  was  given. 
Each  invited  her  own  particular  friends  ;  and 
on  the  next  Sabbath —September  8th — at  the 
intermission  of  public  worship,  a  considerable 
number  of  girls  was  gathered  in  the  Academy 
Hall,  (the  brick  building  which  was  taken  down 
in  1837,)  where  they  recited  such  lessons  from 
the  Assembly's  Shorter  Catechism  as  they  had 
prepared,  (most  children  were  then  taught  the 
Catechism  at  home  very  early  in  life,  and  could 
recite  it  at  pleasure,)  or  repeated  hymns,  or 
Scripture  verses.  No  separate  classes  were 
formed  at  this  time,  and  no  lessons  were 
assigned  ;  but  each  studied  what  was  suited  to 
her  age,  or  taste,  or  her  parents'  wishes.  Miss 
Brown,  Miss  Trowbridge,  and  Miss  Haven  were 
uniformly  present,  and  took  part  in  instructing 
the  children.  Mrs.  Fiske  and  two  or  three 
other  ladies  was  generally  in  attendance  to 
render  aid,  and  give  a  moral  support  to  the 
enterprise. 

Usually  some  male  member  of  the  church 
would  come  in  and  open   the  exercises  with 


10  HISTORY   SABBATH   SCHOOL. 

prayer,  but  in  the  absence  of  these,  Miss  Brown 
would  perform  the  duty. 

They  continued  to  meet  every  Sabbath  till 
the  coming  on  of  winter.  There  was  no  fire 
in  the  hall,  and  the  little  children  found  diffi- 
culty in  keeping  warm.  One  of  them  says  : 
"  I  well  recollect  one  very  cold  day,  when  I  sat 
shivering  while  one  of  the  teachers  went  in 
search  of  some  man  to  open  the  school  with 
prayer.  The  minutes  were  very  long  till  Dr. 
Cotton  came." 

The  Sabbath  after  the  consultation  already 
mentioned,  Miss  Abagail  Bent  proposed  to  one 
of  the  ladies  interested,  that  they  should  collect 
a  class  of  boys  in  the  old  Town  House.  But 
the  proposal  was  declined,  on  the  ground  that 
it  was  properly  the  duty  of  the  male  professors 
to  teach  the  lads. 

Whether  the  suggestion  was  made  to  them 
by  Miss  Bent  is  not  known,  but  the  men  were 
found  ready  to  undertake  their  part  of  the 
work.  Abner  Stone,  Luther  Haven,  and  Sam- 
uel Murdock  agreed  to  take  charge  of  a  class 
of  boys. 

Notice  was  given  from  the  pulpit,  and  on  the 
next  Sabbath — the  third  in  September — those 
boys  who  had  in  part  formed  the  class  that  met 
the  two  previous  seasons  at  Deacon  Bent's, 


CLASS   OP   BOYS.  11 

and  a  few  others,  collected  at  the  Town 
House,  and  a  school  was  opened. 

They  continued  to  meet  till  about  November 
1st.  Mr.  Stone  and  Mr.  Murdock  heard  the 
older  boys  recite,  and  Miss  Bent  took  charge  of 
the  small  ones.  Miss  Bent  called  her  class  into 
the  floor  for  recitation,  after  the  manner  of 
common  schools,  the  others  remained  in  their 
seats. 

These  children,  like  those  in  the  Academy 
Hall,  prepared  lessons  in  the  Assembly's  Cate- 
chism, or  learned  hymns  and  portions  of  Scrip- 
ture. 

Thus  began  our  Sabbath  school. 

With  so  many  discomforts  and  inconven- 
iences, and  so  little  that  was  attractive  in  their 
surroundings,  did  these  teachers  and  pupils 
enter  upon  their  new  work.  From  so  small 
beginnings  arose  the  system  which  has  been 
the  source  of  invaluable  blessings  to  so  many 
of  us. 

Neither  place  was  intended  for  or  adapted  to 
such  a  purpose.  The  Academy  Hall  occupied 
nearly  the  whole  upper  story  of  the  building 
and  was  unfurnished,  except  with  fixed  seats—- 
without desks — at  the  sides,  and  movable 
benches  without  backs,  to  be  used  as  occasion 
required. 


12  HISTOEY   SABBATH   SCHOOL.  ' 

The  old  Town  House — built  from  materials 
of  the  meeting-house  taken  down  in  1808 — was 
still  larger.  The  room — embracing  the  entire 
edifice — was  most  forbidding  and  uncomfort- 
able. The  only  inside  finish  was  a  ceiling  of 
boards  up  to  the  windows,  and  plastering  with- 
out painting.  The  whole  interior  was  black- 
ened by  age ;  the  corners  and  window-caps 
were  covered  with  spiders'  webs  ;  and  the  flies 
and  wasps  had  possession  of  the  rattling  win- 
dows, when  it  was  sufficiently  warm.  There 
was  neither  fireplace  nor  stove.  The  seats — 
running  lengthwise  of  the  building — were  made 
of  oaken  planks,  very  narrow,  with  hard  pine 
backs ;  each  range  rising  one  step  up  an  inclined 
plane  from  the  floor  to  the  sides,  and  were  so 
high  that  the  smaller  children  could  not  touch 
the  floor  with  their  feet.  There  was  a  platform 
across  the  east  end  of  the  floor,  with  a  fixed 
table  in  front,  suitable  for  holding  books  and 
papers. 

The  house,  as  its  name  implies,  was  owned 
by  the  town,  and  was  used  by  the  inhabitants 
for  town  meetings,  and  for  military  and  politi- 
cal purposes  ;  and  consequently  had  none  of 
the  sacred  character  and  associations  which 
attach  to  a  church  or  vestry,  or  even  a  school- 
house. 


OPPOSITION.  13 

The  more  prominent  and  influential  boys  did 
not  join  the  school,  and  looked  with  some  con- 
tempt on  those  whose  parents  required  them  to 
attend.  They  would  gather  about  the  door 
to  tease  those  who  went  in,  and  sometimes 
would  disturb  the  quiet  of  the  school  by 
throwing  chips  into  the  open  door, — so  little 
did  they  reverence  the  old  house,  and  so  little 
did  they  care  for  religious  things. 

With  our  comfortable  room,  and  convenient 
arrangements,  and  sacred  associations,  we  may 
well  look  back  with  wonder  to  those  days  when 
our  fathers  and  mothers  first  went  to  the  Sab- 
bath school.  And  not  unlikely  some  of  us  are 
ready  to  conclude  that  we  would  not  risk  the 
cold  feet,  and  hard  seats,  and  taunts  of  our 
mates. 

But  our  fathers  and  mothers — however  they 
might  have  felt  at  the  time — do  not  now  think 
of  their  discomforts  ;  they  are  glad  that  they 
took  all  the  risks  and  suffered  all  the  incon- 
veniences. They  learned  the  precious  truths 
of  God's  holy  Word,  and  those  lessons  and 
hymns  which  now  they  prize  so  much, — which 
they  love  to  recall,  and  whose  "  meditation  "  is 
so  sweet.  That  was  the  gate  by  which  they 
entered  "  wisdom's  ways,"  which  are  "  pleas- 
antness," and  her  paths  which  are  "  peace." 


14  HISTORY  SABBATH   SCHOOL. 

•  And  we  may  well  dwell  with  grateful  admi- 
ration on  this  small  beginning, — this  grain  of 
mustard-seed  planted  in  the  earth.  Probably 
not  more  than  forty  in  all  attended  both  depart- 
ments this  first  season.  But  the  teachers  were 
not  discouraged.  They  started  in  faith,  and 
persevered  in  hope. 

The  Sabbath  school  was  a  new  thing.  The 
schools  in  Beverly  and  Concord — the  first  to  be 
formed  in  the  State — were  started  only  six 
years  before.  And  while  the  motive  was  well 
defined  and  worthy,  and  .the  end  desirable,  the 
idea  was  yet  in  a  crude  state  ;  the  mode  of 
gaining  the  ends  desired  unsettled  ;  the  rela- 
tion of  the  Sabbath  school  to  the  church  not  at 
all  comprehended.  No  well-arranged  system 
of  conducting  Sabbath  schools  had  been  devised. 
They  were  patterned  somewhat  after  the  com- 
mon schools,  which  then  were  managed  on  no 
accepted  system, — each  teacher  adopting  his 
own  method  of  instruction. 

And  the  popular  sentiment  had  not  become 
enlisted  in  favor  of  Sabbath  school  instruction. 
It  was  really  against  it.  The  leading  families 
stood  aloof  and  looked  with  distrust  on  the 
movement,  and  did  not  allow  their  children  to 
attend.  Many  good  men  were  in  doubt  about 
the  wisdom  of  the  experiment.  The  best  men, 


OBJECTIONS.  15 

in  some  instances,  felt  that  it  was  to  become 
eventually  a  substitute  for  family  religious 
instruction,  which  had  been  a  leading  feature 
of  our  New  England  society  from  the  first,  and 
which  was  undoubtedly  a  prime  element  in 
keeping  alive  the  Puritan  spirit  and  faith. 
And  added  to  this  was  the  wide-spread  convic- 
tion among  conscientious  Christians,  that  the 
labor  of  teaching  a  Sabbath  school  was  contrary 
to  the  spirit  if  not  the  letter  of  the  fourth  Com- 
mandment. This  conviction  grew  partly  out 
of  the  sacred  regard  for  holy  time  then  preva- 
lent, and  partly  from  the  notion  of  the  Sabbath 
school  derived  from  the  schools  in  England 
established  by  Robert  Raikes,  which  were  half 
secular  in  their  design, — the  elements  of  read- 
ing being  taught  as  well  as  the  elements  of 
religion. 

It  required  some  self-denial  to  enlist  in  the 
work  in  these  circumstances.  We  must  give 
credit  for  some  moral  courage  and  some  disin- 
terested motives.  We  can  readily  believe  that 
a  true  Christian  zeal,  a  desire  to  honor  the 
Saviour,  actuated  these  teachers.  We  can 
readily  believe  that  it  was  God's  good  Spirit 
which  prompted  the  effort,  and  which  gave  it 
success. 


16  HISTORY   SABBATH   SCHOOL. 

The  results  were  immediate,  and  were  decided 
enough  to  satisfy  the  most  sanguine,  and  of  a 
character  to  fill  the  pious  heart  with  joy.  Most 
of  these  teachers  lived  to  see  the  assured  suc- 
cess of  their  plans,  and  to  reap  the  first  fruits 
of  their  labors.  They  rejoiced  in  what  they 
were  able  to  do  to  nurture  the  children  of  that 
generation  in  "  the  fear  of  the  Lord."  They 
had  the  satisfaction  of  welcoming  many  of  these 
lambs  into  the  Saviour's  fold, — of  sitting  with 
them  in  heavenly  places  in  Christ  Jesus. 

And  many  of  these — teachers  and  pupils — 
we  fully  believe  are  now  sitting  in  the  heavenly 
places  on  Mount  Zion  above, — are  now  study- 
ing the  great  truths  of  God,  brought  first  to 
their  notice  in  His  revealed  Word,  which  they 
commenced  to  study  in  the  Sabbath  school ; 
are  now  tracing  out  the  wondrous  plan  of 
Redemption  through  a  crucified  Saviour,  in 
whom  they  believed  and  through  whom  they 
were  saved  ;  are  now  receiving  an  hundred-fold 
for  the  labors  and  sacrifices  of  their  brief  Chris- 
tian life. 


SECOND   YEAR.  17 

1817. 

In  the  spring  of  1817,  public  notice  was  given 
from  the  pulpit,  and  about  the  middle  of  May 
the  children  of  both  sexes  were  gathered  in  the 
Town  House,  and  a  regular  school  was  opened. 
The  room  had  lost  none  of  its  forlorn  appear- 
ance, and  gained  no  additional  comforts.  The 
children  clustered  themselves  in  groups  accord- 
ing to  previous  acquaintance,  the  boys  taking 
the  north  and  the  girls  the  south  side  of  the 
room.  In  due  time  they  were  divided  into 
classes,  partly  according  to  age,  and  partly  to 
accommodate  the  number  of  teachers  in  attend- 
ance. 

Deacon  Luther  Haven  was  by  general  request 
induced  to  act  as  Superintendent. 

The  teachers,  in  addition  to  those  who  took 
hold  the  last  fall,  were  Anna  Haven,  (Mrs.  H. 
G.  Foster,)  Nancy  Gibbs,  (Mrs.  Aaron  Bailey,) 
Betsey  Gibbs,  (Mrs.  Martin  Rice,)  Jane  Walker, 
(Mrs.  Ebenezer  Stone,)  Abagail  Stone,  (Mrs. 
Samuel  Murdock,)  and  Mrs.  Charles  Fiske. 

There  were  in  all  eight  or  nine  classes, — a 
very  pleasing  advance  on  the  state  of  things  at 
the  first  opening  of  the  school  in  the  previous 
September.  As  some  of  the  teachers  were 
absent  during  July  and  August,  engaged  as 
2 


18  HISTOEY   SABBATH   SCHOOL. 

teachers  in  the  public  schools,  the  whole  num- 
ber on  the  list  necessarily  more  than  equals  the 
number  of  classes.  And  the  deficiency  of  male 
teachers  made  it  necessary  that  several  classes 
of  lads  should  be  taught  by  females. 

The  younger  classes  studied  Emerson's  Cate- 
chism, which  was  now  introduced,  and  was 
continued  in  use  for  not  less  than  fifteen  years. 
The  older  classes  studied  Scripture  lessons,  the 
Assembly's  Catechism,  or  Cummings'  Questions 
on  the  historical  parts  of  the  New  Testament. 

A  rule — perhaps  not  expressly  stated,  but 
certainly  acted  upon — which  had  an  important 
influence  in  shaping  the  Sabbath  school  at  this 
early  stage  was,  that  only  those  of  sufficient 
education  and  age  to  qualify  them  to  teach  in 
district  schools,  ought  to  be  expected  to  become 
teachers.  This  accounts  for  the  absence  of 
some  who  would  otherwise  have  taken  an  active 
part  in  the  school ;  and  it  accounts  for  the 
systematic  and  orderly  arrangement  which 
obtained  from  the  outset.  After  a  few  years, 
from  the  increase  of  classes  and  other  causes, 
this  rule  was  somewhat  relaxed. 

In  many  towns,  when  a  Sabbath  school  was 
first  established,  it  was  conducted  without  much 
regard  to  order,  and  without  a  responsible 
head.  Each  teacher — and  sometimes  each 


SECOND   YEAR.  19 

scholar — was'  a  law  unto  himself.  When  a 
class  had  finished  the  lesson  it  was  dismissed 
and  retired,  thus  causing  more  or  less  confu- 
sion. In  some  instances,  it  is  known  that  each 
scholar  was  allowed  to  leave  as  soon  as  he  had 
said  his  verse  or  lesson,  and  not  always  in  the 
quietest  manner  ;  and  it  would  thus  happen 
that  the  attraction  outside  would  quickly 
become  stronger  than  that  in  the  class.  No 
interested  attention  was  secured  to  instruction, 
and  at  best  the  work  was  a  set  task  which  was 
hurried  through  as  rapidly  as  possible,  and 
probably  left  110  very  serious  or  pleasant  impres- 
sions on  the  mind.  This,  however,  happened 
a  year  or  two  later,  after  Sabbath  schools 
became  more  common,  and  were  opened 
because  the  tide  of  public  sentiment  set  that 
way. 

But  no  such  irregularity  or  want  of  system 
characterized  our  school.  There  was  general 
decorum  observed  in  assembling,  the  exercises 
were  opened  with  prayer,  the  school  was  con- 
tinued about  an  hour,  and  was  dismissed  in 
form. 

The  high  personal  character  of  the  teachers 
engaged,  and  the  Christian  motives  which  actu- 
ated them,  gave  a  tone  and  impulse  to  the 
school,  as  well  as  imposed  a  healthful  moral 


20  HISTORY   SABBATH   SCHOOL. 

restraint,  and  made  it  in  all  respects  an  appro- 
priate part  of  Sabbath  labor.  It  was  from  the 
outset,  consecrated  solely  to  moral  and  religious 
instruction. 

Dr.  Kellogg  from  the  first  took  a  true  inter- 
est in  the  prosperity  of  the  school,  and  gave  it 
his  sanction  and  hearty  support,  and  the  benefit 
of  his  judicious  counsel ;  though  it  was  not,  in 
those  days,  regarded  as  a  part  of  ministerial 
duty  to  engage  personally  in  Sabbath  school 
instruction. 

In  this  second  year  most  of  the  decidedly 
religious  families  gave  their  influence  in  favor 
of  the  school,  and  sent  their  young  children. 

It  was  a  peculiar  feature  of  the  earliest  move- 
ment, that  all  concerned  should  regard  it  as 
intended  for  young  children.  Those  of  four- 
teen and  upwards  felt  that  they  were  too  old 
to  become  pupils,  and  thus  parts  of  families 
would  be  in  the  school,  and  parts  would  stand 
aloof, — often  to  the  discouragement  of  those 
who  were  almost  too  old  to  go,  and  yet  not 
quite  exempt.  Few — of  the  boys  especially- 
remained  in  their  classes  after  they  reached 
fifteen.  And  this  feeling  had  its  influence  for 
several  years, — perhaps  till  the  youngest  of  the 
earliest  classes  had  grown  up.  So  hard  is  it 
to  supplant  opinions  once  adopted ;  so  vitally 


NO   LIBRARY.  21 

important  is  it  that  early  impressions  be  right ; 
so  deeply  do  first  habits  take  root  in  the  heart. 

In  this  and  the  few  following  years  there  was 
no  library  for  the  use  of  the  pupils.  Says  one 
of  the  then  teachers  :  "  We  had  no  library. 
A  collection  would  be  taken  once  a  year  to  pur- 
chase books  to  be  given  as  presents  to  the  schol- 
ars, each  teacher  selecting  the  books  for  his  or 
her  class."  Many  of  these  little  books  received 
as  presents,  are  now  in  existence  in  the  families 
then  connected  with  the  school.  They  are  of  a 
strictly  evangelical  character,  and  though  some 
of  them  were  too  abstract  for  the  ready  com- 
prehension of  young  children,  yet  their  influ- 
ence on  the  taste,  and  aspirations,  and  moral 
conclusions  could  not  but  be  of  a  healthy  and 
elevating  nature, — in  striking  contrast  with  the 
children's  literature  of  the  present  day  ! 

The  few  books  then  in  reach  of  families,  was 
a  feature  of  the  times  which  had  its  advantages 
as  well  as  its  evils.  The  few  were  better  read  ; 
the  contents  came  before  a  mind  less  occupied 
with  facts  and  less  filled  with  images ;  the 
truths  set  forth,  by  their  singleness  and  dis- 
tinctness, arrested  attention  and  became  incor- 
porated in  the  moral  life,  and  guided  thought 
and  belief.  And  without  a  library  to  divide 
the  interest  and  time,  the  simple  hymns  com- 


22  HISTORY   SABBATH   SCHOOL. 

mitted,  or  the  Scripture  verses,  or  the  compre- 
hensive answers  in  the  Catechism,  made  a 
permanent  impression.  The  truths  received 
remained  in  contact  with  the  mind  till  the  next 
Sabbath  school  lesson  was  learned.  And  a 
library  book — especially  if  a  fascinating  story 
— would  only  have  confused  or  partially  effaced 
the  impression  of  that  lesson.  Both  the  text- 
book and  the  library  book  being  a  part  of  the 
Sabbath  school,  would  have  an  equal  value  and 
equal  sacredness  in  the  view  of  the  unreasoning ' 
child.  Hence  perhaps  the  library  book  may  in 
part  nullify  the  effect  of  the  lesson. 

At  any  rate,  the  lessons  recited  in  the  Sab- 
bath school  in  1816,  1817  and  1818,  became 
fixed  in  the  memory.  The  then  children  of 
five,  now  the  men  and  women  of  fifty-five,  can 
repeat  the  texts  and  hymns  with  readiness  and 
accuracy,  while  their  efforts  to  recall  the  les- 
sons learned  in  the  common  schools  at  the  same 
period  are  almost  complete  failures.  So  in 
harmony  with  the  deep  cravings  of  the  soul  in 
its  earlier  and  purer  life,  are  the  simple  and 
vital  revelations  of  God's  Word !  So  exactly 
adapted  is  this  Holy  Word  to  the  child  and  the 
man  !  So  divine  and  benevolent  was  the  pur- 
pose of  Him  who  gave  this  revelation  as  a 


STUDY   OF   THE   BIBLE.  23 

"  light  to  the  feet "  and  a  "  lamp  to  the  path  " 
which  leads  to  "  life  eternal." 

As  appears  from  the  facts  now  gathered,  the 
original  intention  of  our  Sabbath  school  was 
religious  instruction.  It  was,  primarily,  to' 
store  the  minds  of  children  with  the  facts  and 
doctrines  of  the  Bible.  "Watts'  "  Divine  Songs," 
from  which  mothers  and  teachers  selected  the 
hymns  to  be  taught  their  little  ones,  were 
strictly  Scriptural  in  thought  and  language. 
Emerson's  Catechism,  in  both  the  doctrinal  and 
historical  parts,  was  purely  Scriptural.  Direct 
answers  to  almost  every  question  might  have 
been  given  by  quoting  the  inspired  record,  and 
the  reason  for  giving  the  answer  in  his  own 
language,  appears  to  be  for  the  sake  of  brevity 
and  convenience  in  studying  the  lesson.  The 
Assembly's  Shorter  Catechism,  though  broad  in 
its  general  design,  was  drawn  directly  from  the 
Bible,  and  was  fortified  at  every  step  by  Scrip- 
ture quotations.  Wilbur's  Biblical  Catechism 
was  composed  of  a  series  of  questions,  to  be 
answered  by  reciting  verbatim,  texts  of  Scrip- 
ture. 

Such  was  the  purpose  and  method  of  those 
who  founded  the  Sabbath  school.  To  pass  an 
idle  hour  was  not  in  their  thought.  To  amuse 
the  children,  and  make  the  school  attractive  to 


24  HISTORY  SABBATH   SCHOOL. 

their  fancy  and  taste  was  not  in  the  plan.  The 
principle  of  emulation,  even,  was  little  appealed 
to.  The  auxiliary  aid  of  music  was  not  brought 
in.  The  winning  power  of  Christian  love,  and 
the  inherent  value  of  the  truths  learned  were 
mainly  relied  on,  to  awaken  and  keep  up  inter- 
est. They  sought  rather  to  be  able  to  say  to 
their  pupils,  as  Paul  said  to  Timothy  :  "  That 
from  a  child  thou  hast  known  the  Holy  Scrip- 
tures, which  are  able  to  make  thee  wise  unto 
salvation,  through  faith  which  is  in  Christ 
Jesus." 


1818. 

Fortunately,  the  "  Register  of  the  Framing- 
ham  Sabbath  school"  for  1818,  is  still  pre- 
served. This  register  was  made  out  in  a  neat 
copy  hand  by  Solomon  Fay,  who  acted  as  Sec- 
retary till  his  sudden  death  in  1820. 

As  it  will  refresh  the  memory  of  some  who 
were  then  pupils,  and  cannot  fix  the  date  of 
their  entrance  to  the  school,  nor  recall  the 
names  of  their  associates  ;  and  as  it  will  possess 
permanent  value  to  their  friends  and  children 
as  a  memento  of  the  dead  and  the  living ;  and 
as  it  will  furnish  a  life-picture  of  the  school  of 
that  early  day,  the  list  of  scholars  is  given 
entire. 


THIRD   YEAR.  25 

Fanny  Underwood,  Emily  Conant,  Emeline 
Stone,  Catherine  Parker,  Relief  Butler,  Eliza 
Hemenway,  Mary  F.  Hemenway,  Maria  Stone, 
Nancy  Hill,  Mary  Harrington,  Rebeckah  But- 
rick,  Mary  Gallot,  Arethusa  Underwood, 
Miranda  Belknap,  Louisa  Edgell,  Sally  Bel- 
knap,  Catherine  Hemenway,  Harriet  Russell, 
Emeline  Hemenway,  Nancy  Hemenway,  Almira 
Hemenway,  Lucy  Winch,  Mary  Dadmun,  Eliza 
Dadmuu,  Mary  Moseman,  Eliza  Belknap,  Aba- 
gail  Rice,  Catherine  Belknap,  Eunice  Bent, 
Abagail  Hunnewell,  Eliza  Ann  Parker,  Sephro- 
nia  Walker,  Mary  Childs,'  Abagail  Eames,  Mary 
Herring,  Martha  Smith,  Lucinda  Winch,  Susan 
Edmands,  Martha  Forrister,  Frances  Boyenton, 
Sally  Flagg,  Martha  E.  Stone,  Wealthy  Taylor, 
Emily  Parker,  Mary  Boyenton,  Helen  C.  Bell, 
Anna  Putnam,  Eliza  Wenzell,  Mary  W.  Brack- 
ett,  Eliza  Owen,  Eleanor  Belknap,  Abby  H. 
Forrister,  Martha  Hastings,  Mary  Bailey,  Mary 
Abbott,  Eliza  C.  Abbott,  Mary  Moulton,  Louisa 
Moulton,  Harriet  Herring,  Catherine  Peterson, 
Eleanor  Peterson,  Sophia  Rice,  LncyThurston, 
Eliza  Belcher,  Nancy  Howe,  Maria  Brown, 
Abagail  Parmenter,  Eleanor  Goodenow,  Lucy 
C.  Bent,  Clarissa  Belknap,  Eveline  Belknap, 
Bathsheba  Hemenway,  Emily  Larrabee,  Grace 
Goddard,  Eliza  Brackett,  Harriet  Hemenway, 


26  HISTORY   SABBATH   SCHOOL. 

Elmira  Jones,  Emeline  Bullard,  Nelly  Haven, 
Sally  "Winch,  Elmira  Stone,  Emeline  Hemen- 
way,  Sarah  Stearns,  Mary  Ann  Stearns,  Mary 
Putnam,  Sally  Daniels,  Olive  Grant,  Deborah 
Sawyer,  Diantha  Angier,  Louisa  Lovejoy,  Eliza- 
beth Haven,  Olivia  Butler,  Harriet  Hollo  well, 
Abagail  Dudley,  Catherine  Winch,  Emeline 
Rugg,  Jane  Curtis,  Lawson  Davis,  Thomas 
Hastings,  Jr.,  Eliphalet  Hastings,  Charles  Her- 
ring, Calvin  Hemenway,  Ephraim  W.  Edmands, 
Henry  L.  Stone,  Hiram  Cheney,  Dana  Stone, 
Hollis  Hastings,  George  Haven,  Eben  Abbott, 
Perkins  Boyenton,  Cyrus  Abbott,  William 
Eames,  William  Brackett,  William  Dadmun, 
Jr.,  Josiah  Abbott,  Jr.,  Gardner  Edmands, 
Richard  W.  Stearns,  Aaron  Hayden,  Theodore 
L.  Hastings,  Phineas  Stone,  Elliot  H.  Wescot, 
John  B.  Dench,  Stephen  Hayden,  Samuel  For- 
rister,  Luke  Rugg,  David  E.  Brackett,  Abner 
Butrick,  Archibald  Bent,  John  Jones,  Charles 
Flagg,  David  K.  Brackett,  Joseph  Cutting, 
Horatio  Stone,  William  Gallott,  Almon  Hem- 
enway, William  Hastings,  2d,  Micah  Newton, 
Asa  Stone,  Henry  L.  Buckminster,  Edward 
Buckminster,  Lothrop  T.  Richardson,  Charles 
0.  Goodenow. 

The  whole  number  is  one  hundred  and  forty- 


RECITATIONS.  27 

two, — ninety-seven  girls  and  forty-five  boys, — 
'  indicating  a  rapid  growth,  and  a  general  interest 
on  the  part  of  parents.  Deacon  Luther  Haven 
was  chosen  Superintendent.  The  teachers  were 
Abner  Stone,  Samuel  Murdock,  Eben  Eaton, 
Abagail  Bent,  Mary  Brown,  Martha  Trowbridge, 
Mary  Haven,  Ann  Haven,  Nancy  Gibbs,  Betsey 
Gibbs,  Jane  Walker,  Abagail  Sfrone,  and  Mrs. 
Charles  Fiske. 

To  show  how  the  school  was  engaged  this 
season,  and  to  complete  this  picture,  the  Super- 
intendent's report,  which  was  published  in  the 
Boston  Recorder,  is  subjoined  : — 

"  Framingham  Sabbath  School. — The  Sab- 
bath school  commenced  for  the  season  on  the 
20th  of  May,  under  the  direction  of  a  Super- 
intendent and  ten  teachers,  and  closed  the 
20th  of  October,  thus  continuing  in  session 
twenty-three  Sabbaths.  During  this  time  there 
were  committed  to  memory  and  recited,  answers 
in  Doctrinal  Catechism,  1 ,676  ;  Historical  Cate- 
chism, 1,646  ;  Assembly's  Shorter  Catechism, 
4,166  ;  Wilbur's  Catechism,  242  ;  Baldwin's 
Catechism,  92  ;  Cumming's  Questions,  8,409  ; 
verses  of  Scripture,  5,984 ;  stanzas  of  Hymns, 
13,242,— amounting  in  all  to  35,457.  Whole 
number  of  scholars,  142 ;  average  number  in 


28  HISTORY  SABBATH   SCHOOL. 

attendance,  70.  One  girl,  Nancy  Hill,  recited 
1,048  verses  of  Scripture,  142  answers  in  Wil- 
bur's Catechism,  and  558  stanzas  of  Hymns. 
Another,  Emily  Conant,  recited  2,018  answers 
in  Cumming's  Questions,  223  verses  of  Scrip- 
ture, and  491  Hymns.  Another,  Fanny  Under- 
wood, recited  1,871  answers  in  Cumming's  Ques- 
tions, and  194  verses  of  Scripture.  One  girl, 
Helen  C.  Bell,  recited  1,461  Hymns.  Six  little 
girls,  Mary  F.  Hemenway,  Arethusa  Under- 
wood, Nancy  Hemenway,  Almira  Hemenway, 
Mary  Bailey  and  Sally  Belknap,  recited  3,344 
Hymns. 

"  One  hour  only  on  each  Sabbath  was  appro- 
priated to  the  instruction  of  the  children. 
Their  punctual  attendance  and  good  behavior 
merited  the  approbation  of  both  teachers  and 
parents,  who  earnestly  pray,  that  the  seed  here 
"sown  may  ere  long  spring  up  and  bring  forth 
fruit  to  the  glory  of  God. 

"  0  that  Sabbath  schools  may  soon  be  estab- 
lished throughout  the  Christian  world  !  None 
will  ever  lament  engaging  in  this  pleasing 
employment ;  the  satisfaction  they  may  derive 
by  instructing  the  youth  in  the  first  rudiments 
of  Christianity  will  repay  them  fourfold." 

Up  to  this  time,  and  for  several  years,  indeed 


NO   STOVES  IN   CHURCH.  29 

until  1823  or  1824,  the  school  was  kept  only 
during  the  warmer  months,  opening  in  May  and 
closing  before  the  first  of  November.  This  was 
partly  a  matter  of  necessity,  and  partly  a  matter 
of  custom.  None  of  the  earliest  schools  were 
kept  through  the  winter.  The  children  first 
gathered  into  them  could  not  be  comfortably 
provided  for  in  the  inclement  weather.  And 
a  custom  thus  established  acquires  a  sort  of 
authority,  which  gives  it  force  long  after  the 
occasion  for  it  has  ceased.  With  us,  it  was 
at  first  a  matter  of  necessity  to  close  in  the 
autumn,  as  there  was  no  means  of  heating  the 
Town  House.  But  in  fact  young  children,  and 
many  adults  did  not  go  to  church  regularly  in 
the  winter,  as  there  was  no  means  of  heating 
the  meeting-house.  It  was  not  till  1823,  that 
stoves  were  put  up  in  Dr.  Kellogg' s  church. 
The  fathers  and  the  boys  kept  warm  as  best 
they  could  ;  the  mothers  and  the  girls  depended 
on  extra  clothing  and  on  foot-stoves,  in  which 
live  coals  from  the  hearth  were  put  before 
leaving  home.  Most  families  living  within  two 
miles  went  home  at  noon.  Such  as  lived  too 
far  to  go  home  and  return,  would  hire  a  "  noon- 
room  "  in  the  village,  where  they  could  eat 
lunch,  and  put  fresh  coals  in  their  foot-stoves, 
and  perhaps  "  hear  and  tell  some  new  thing." 


30  HISTOEY   SABBATH   SCHOOL. 

1819. 

To  judge  of  the  true  standing  of  our  Sabbath 
school,  we  are  not  to  bring  it  to  the  test  of  ideas 
and  methods  of  the  present  day,  but  to  try  it 
by  the  standard  of  opinions  then  prevalent.  It 
might  be  greatly  defective  if  compared  with  the 
present  school,  and  of  superior  excellence  com- 
pared with  the  schools  of  those  days. 

That  we  may  form  a  correct  estimate  of  the 
school  at  the  period  under  review,  a  brief 
extract  is  made  from  an  address  to  the  churches 
sent  forth  by  the  General  Association  of  Massa- 
chusetts in  1818,  embodying  the  views  of  the 
leading  ministers  in  regard  to  Sabbath  schools  : 

"  The  most  successful  methods  of  the  relig- 
ious instruction  of  children,  we  believe,  are 
Sabbath  schools  and  Bible  classes.  Such  is  the 
known  and  tried  utility  of  these  schools,  that 
no  town  or  district  should  be  without  one, 
where  a  pious  and  suitable  teacher  can  be 
procured.  The  manner  of  conducting  these 
schools  is  usually  as  follows  :  'At  each  meeting 
the  youth  have  portions  of  Scripture,  or  cate- 
chisms, or  sacred  hymns  assigned  them,  to  be 
committed  and  rehearsed  at  the  next  meeting. 
The  children  are  divided  into  classes,  a  list  of 


FOURTH   YEAR.  31 

their  names  is  taken,  and  an  account  kept  of 
their  good  or  bad  performance.  When  they 
have  recited  well  a  certain  number  of  times 
they  are  rewarded  with  a  tract  or  small  book, 
where  *it  can  be  done  with  convenience.  The 
teacher  occasionally  puts  to  each  child  some 
questions  arising  from  the  lesson,  adapted  to 
his  age  and  improvement.  The  meetings  are 
opened  and  closed  with  prayer,  and,  if  practi- 
cable, the  children  are  taught  to  sing  a  hymn 
at  the  close. 

"  Were  this  plan  generally  adopted,  we  are 
fully  persuaded  that  it  would  be  attended  with 
the  increasing  smiles  of  Heaven  upon  the  rising 
generation.  What  they  acquire  from  the 
Divine  Word,  und£r  the  enlightening  and 
renewing  influences  of  the  Holy  Spirit,  may  be 
the  beginning  of  that  fund  of  wisdom  and 
knowledge  which  are  to  be  learned  in  the 
school  of  heaven,  in  the  presence  of  God  and 
the  Lamb,  and  in  the  company  of  the  spirits  of 
the  just  made  perfect." 

The  number  of  scholars  in  the  Sabbath  school 
this  year  was  one  hundred  and  nineteen,  thirty- 
two  of  whom  were  not  in  attendance  last  year, 
showing  a  great  change  in  the  constituents  of 
the  school.  The  novelty  was  wearing  off,  which 


32  HISTORY   SABBATH   SCHOOL. 

undoubtedly  accounts  for  some  absences  ;  some 
began  to  consider  themselves  too  old  to  go 
longer,  and  some  left  town. 

Those  who  engaged  as  teachers  for  the  first 
time,  were  Ebenezer  Stone,  Edmond  M>Capen, 
Eliza  Buckminster,  (Mrs.  Levi  Eaton,)  Nancy 
Billiard,  (Mrs.  Otis  Fairbanks.) 

Deacon  Luther  Haven  was  Superintendent. 

Among  the  older  girls  a  class  was  formed  in 
Milner's  Church  History,  as  abridged  by  Miss 
Rebeckah  Eaton.  Miss  Buckminster  took 
charge  of  this  class. 

The  new  scholars  this  year  were :  Joanna 
Law,  Isabella  Bent,  Caroline  Manson,  Phebe 
Hanson,  Sally  Cobb,  Eunice  Edgell,  Nancy 
Goodnow,  Silvia  Parmenter,  Caroline  Pratt, 
Lucy  Green,  Cornelia  Haynard,  Susan  Ben- 
nett, Ann  Goddard,  Eliza  Evers,  Susan  Cobb, 
Pliny  Fay,  Eli  Fay,  Trowbridge  Forrister,  Peter 
Brewer,  Gilbert  J.  Childs,  John  A.  Buttrick, 
Calvin  W.  Angier,  Albert  Dadmun,  Joseph 
Phipps,  Albert  Dalrymple,  Roswell  P.  Angier, 
John  T.  Kittridge,  William  Conant,  Henry  W. 
Hudson,  Newell  Butler,  Henry  R.  Wheeler, 
Diah  L.  Eames. 

The  number  of  answers  recited  in  the  differ- 
ent catechisms  was  6,743  ;  Cumming's  Ques- 
tions, 2,829 ;  Bible  verses,  21,524  ;  Hymns, 


FIFTH   YEAR.  33 

5,209  ;  amounting  in  all  to  36,305.  As  there 
was  a  loss  in  numbers  of  17  per  cent,  the  net 
gain  over  last  year  was  6,700  answers.  The 
pupils  taking  the  highest  rank  were  Emily 
Conant,  Fanny  Underwood,  Emeline  Stone, 
Catherine  Parker,  Eliza  Hemenway,  Mary  F. 
Hemenway,  Maria  Stone,  Nancy  Hill,  Rebeckah 
Buttrick,  Abagail  Parmenter,  George  Haven, 
and  Abner  Buttrick. 


182O. 

Mr.  Abner  Stone,  who  helped  form  the 
school,  and  had  been  a  teacher  from  the  first, 
was  chosen  Superintendent.  Additional  teach- 
ers :  Matthew  Gibbs,  Nancy  Kellogg,  Elmira 
Rice,  (Mrs.  Francis  Bowers.)  New  scholars  : 
Susan  Hastings,  Abagail  Fairbanks,  Margaret 
Thomson,  Mary  L.  Temple,  Angeline  Eaton, 
Mary  Ann  Alden,  Betsey  R.  Hyde,  Angeline 
Forbes,  Jerusia  Parmenter,  Clarissa  Moulton, 
Lowly  Ann  Howe,  Lydia  Roach,  Sarah  Moore, 
Emily  Hollowell,  Martha ,  Eliza  Hem- 
enway, 2d,  Peter  Davis,  Horatio  Bartlett, — 18. 
The  whole  number  in  attendance  this  year  was 
93, — 66  girls  and  27  boys.  The  number  of 
answers  recited  in  the  various  catechisms  was 
17,752  ;  Cumming's  Questions,  1,062  ;  Hymns, 
3 


34  HISTORY   SABBATH    SCHOOL. 

10,196  ;  verses  of  Scripture,  12,025 ;  making 
in  all  41,035, — equal  to  a  net  gain  from  last 
year,  after  deducting  the  loss  of  scholars,  of 
10,000  answers.  The  scholars  highest  in  rank 
in  recitations  were  Maria  Stone,  Rebeckah  But- 
trick,  Miranda  Belknap,  Abby  H.  Forrister, 
Mary  L.  Temple,  Helen  C.  Bell,  Mary  W. 
Brackett,  Eleanor  Belknap,  Diantha  Angier, 
Betsey  R.  Hyde,  Calvin  W.  Angier,  Albert  Dal- 
rymple,  Thomas  Hastings,  Jr.,  Ephraim  W. 
Edmands,  Henry  L.  Stone,  Hollis  Hastings, 
William  Brackett. 

A  careful  study  of  these  statistics  furnishes 
a  clew  to  the  leading  elements  of  the  school. 
It  discloses  the  fact  that  the  girls  greatly 
excelled  the  boys  in  the  number  of  Scripture 
verses  recited,  while  the  boys  excelled  the  girls 
in  recitations  in  the  catechisms.  The  highest 
number  of  credit  marks  to  any  girl  is  2,850, — 
to  Nancy  Hill,  all  for  Bible  verses  ;  the  highest 
number  of  credit  marks  to  any  boy  is  877, — 
to  William  Brackett,  608  for  answers  in  the 
Assembly's  Catechism,  43  Bible  verses,  226 
Hymns. 

The  increase  in  the  amount  of  study,  and 
number  of  perfect  lessons,  is  probably  a  true 
index  of  the  growth  and  efficiency  of  the  school. 
The  number  of  pupils  decreased  in  these  three 


SIXTH    YEAR.  35 

years  33  per  cent. ;  while  the  number  of  lessons 
recited  increased  15  per  cent.  The  teachers 
and  scholars  were  getting  better  acquainted  ; 
and  where  a  class  had  a  teacher  whom  they 
had  learned  to  respect  and  love,  that  teacher's 
power  to  awaken  interest  and  secure  a  large 
amount  of  faithful  study  increased  from  year 
to  year.  While  the  school  was  in  any  sense  an 
experiment,  there  were  causes  of  friction  and 
depression  on  every  hand,  but  when  it  became 
well  established,  the  moral  and  social  influences 
seemed  to  rally  to  its  support,  and  directly  to 
raise  its  standard  and  quicken  its  life. 


1  8  2  1  — '  2  2 . 

Mr.  Abner  Stone  was  Superintendent  of  the 
school  for  the  years  1821  and  '22. 

So  far  as  is  known  nothing  of  special  interest 
in  the  regular  working  of  the  school  occurred 
in  these  years. 

Ezra  Hemenway  became  connected  with  the 
school  as  a  teacher.  The  number  of  pupils 
and  the  amount  of  work  done  cannot  be  ascer- 
tained ;  nor  is  the  Superintendent's  annual 
report  preserved. 

It  was  in  this  latter  year,  probably,  that  the 
first  library  for  the  use  of  the  school  was 


36  HISTORY   SABBATH    SCHOOL.    - 

•• 

bought.  A  small  sum  of  money  was  raised  by 
personal  solicitation  from  the  leading  church- 
members  and  others,  and  a  selection  made  from 
the  comparatively  limited  number  of  children's 
books  then  published.  The  library  was  com- 
posed of  small  books,  mostly  in  paper  covers, 
some  of  which  might  properly  be  called  tracts. 
The  following  list  is  a  sample  :  Shepherd  of 
Salisbury  Plain,  Gooseberry  Bush,  Worlds  Dis- 
played, Pleasures  of  Piety  in  Youth,  Little 
Henry  and  his  Bearer,  New  Testament  Stories, 
The  Robber's  Daughter,  The  Two  Lambs, 
Alfred  and  Galba.  Hymns  for  Infant  Minds. 

This  small  library  of  small  books  was  yet  a 
matter  of  great  consequence  to  the  school.  It 
was  a  good  collection  for  those  days.  The 
books  were  mostly  new  to  the  children,  and 
they  were  of  an  interesting  character.  They 
were  well  written,  and  they  were  eagerly  read. 
Some  were  essays  on  religious  truth  or  personal 
duty,  but  to  a  considerable  extent  they  were 
simple  narratives  of  facts,  or  unadorned  biogra- 
phies. They  were  such  pictures  of  life  as  carry 
internal  evidence  of  reality,  and  this  is  always 
pleasing  to  the  young.  Distorted  views,  and 
extravagant  notions,  and  highly  colored  sketches 
are  not  relished  till  the  taste  has  become  per- 
verted. The  child  craves  the  simple  truth. 


FIRST  LIBRARY.  37 

The  Dairyman's  Daughter  and  the  Shepherd  of 
Salisbury  Plain,  so  natural  in  incident,  and 
direct  in  statement,  and  pure  in  style, — such 
homely  pictures  of  homely  life, — have  been  read 
with  absorbing  and  tearful  interest  by  tens  of 
thousands  in  the  seventy  years  since  they  were 
written  ;  they  are  as  eagerly  read  by  children 
now,  and  they  will  continue  to  be  read  with 
the  same  concentrated  interest  by  tens  of  thou- 
sands more,  so  long  as  the  English  language  is 
preserved  in  its  purity. 

The  size  of  these  books  was  no  test  of  their 
worth.  Each  of  these  small  volumes  contains 
as  much  of  fact  and  variety  of  incident,  and 
fresh  thought,  as  the  two  hundred  page  religious 
novel,  or  the  diluted,  well  spiced  story,  which 
now  in  our  libraries  take  the  places  of  these 
simple  narratives  of  common  life. 

There  is  no  record  to  show  on  what  system 
the  books  were  given  out  and  returned. 

In  some  cases,  at  this  time,  it  was  the  custom 
to  give  them  out  once  a  month,  to  be  kept  for 
that  length  of  time.  In  others,  the  books  were 
lent  out  as  a  reward  of  special  merit.  When 
a  pupil  had  been  punctual  in  attendance,  or 
faithful  in  study  and  perfect  in  recitations,  at 
the  end  of  a  month,  or  once  in  two  weeks,  he 
or  she  was  entitled  to  a  book  from  the  library  ; 


d8  HISTORY   SABBATH    SCHOOL. 

and  for  superior  excellence,  two  books  were 
allowed  to  be  taken  out.  Thus  the  library  was 
made  to  serve  the  double  purpose  of  a  means 
of  improvement,  and  an  incentive  to  fidelity  and 
careful  study. 


1823-'30. 

Deacon  Eben  Eaton  was  chosen  Superintend- 
ent in  1823,  and  continued  in  office  till  1830. 
No  records  for  these  years  have  been  preserved, 
but  the  school  appears  to  have  gone  on  peace- 
fully and  prosperously. 

There  is  always  a  period  between  sowing  and 
reaping,  when  there  is  a  repetition  of  familiar 
processes,  and  a  sameness  of  labor,  and  a  patient 
waiting,  which,  though  essential  to  vital  growth 
and  healthy  development,  has  not  the  charm  of 
novelty,  and  may  be  described  in  few  words. 

Such  was  this  period  in  the  history  of  our 
Sabbath  school.  And  that  it  was  filled  up  with 
watchful  fidelity  and  patient,  prayerful  effort ; 
that  the  classes  were  carefully  instructed  and 
the  interests  of  the  school  conscientiously  pro- 
moted, will  appear  in  the  results,  when  the  time 
of  the  ingatherings  of  autumn  comes. 

Those  may  be  more  prominent  and  seem  to 
deserve  the  highest  honor,  who  plan  and  bring 


»  EIGHTH    YEAR.  39 

into  successful  action  the  elements  of  a  great 
achievement,  but  without  the  after  skill  and 
endurance  and  persevering  exertions,  the  begin- 
ning would  fail,  and  the  enterprise  come  to 
nought. 

The  new  teachers  in  these  years  were  Peter 
Parker,  Alexander  Abbott,  Lambert  Allen, 
Elbridge  Bradbury,  Asenath  F.  Eaton,  Eliza- 
beth Eaton,  Eliza  C.  Abbott,  Nancy  Shepard, 
Emily  S.  Bell,  Eliza  Wenzell,  Abby  H.  For- 
rister. 

Those  who  joined  the  school  as  pupils  at  its 
first  opening  in  1816,  now  began  to  take  charge 
of  classes  of  little  children. 

During  this  period,  adult  classes  began  to 
become  a  feature  of  Sabbath  schools.  It  was 
not  in  the  original  plan,  but  the  system  was 
adapted  to  such  an  addition.  Indeed,  it  was 
not  complete  without  it.  No  Sabbath  school 
can  present  a  more  beautiful  spectacle  than 
that  which  embraces  scholars  of  all  ages,  from 
lisping  infancy  to  hoary-headed  age, — "  young 
men  and  maidens,  old  men  and  children." 

The  Sabbath  School  Union,  in  the  report  for 
1827,  mentions  the  fact  that  large  numbers  of 
young  people  were  connecting  themselves  with 
the  schools  of  their  respective  parishes. 
"  Some,  too,  with  locks  blooming  for  the  grave, 


40  HISTORY    SABBATH   SCHOOL.  » 

said  they  would  become  Sabbath  school  schol- 
ars, and  in  accents  tremulous  with  emotion 
gave  thanks  to  God  that  they  could  now  come 
and  enjoy  the  privilege  with  which  he  was 
blessing  their  children."  "  In  some  towns,"  it 
is  said,  in  the  report  for  1828,  "  almost  the 
whole  population  from  four  to  eighty-five  years 
of  age  have  become  members  of  the  Sabbath 
school." 

In  1827  a  class  of  young  people  of  twenty  and 
upwards,  was  formed  in  our  Sabbath  school. 
Moses  Spofford,  Electa  Holdeii  and  others 
joined  it.  Peter  Parker  was  perhaps  its  first 
teacher.  This  was  probably  the  origin  of  the 
Bible  class  which  continued  to  meet  under  dif- 
ferent teachers,  and  with  varied  interest  for 
many  years.  In  1829  it  met  during  the  warm 
season  in  the  Town  House,  before  the  morning 
church  service.  In  1834  it  met  in  the  vestry 
of  the  H.  E.  Society,  on  Sabbath  evenings.  At 
first  it-  was  composed  of  both  sexes  ;  but  after- 
wards, from  increase  of  numbers,  it  was  divided 
into  two  classes,  one  of  males  and  one  of 
females.  Ultimately  it  became  an  integral 
part  of  the  Sabbath  school. 


REVIEW   OF   FOURTEEN    YEARS.  41 

1  8  2  9  — '  3  O . 

We  have  now  reached  a  period  in  the  history 
of  our  Sabbath  school  when  we  naturally  begin 
to  look  for  the  rounding  up  of  primary  results  ; 
when  leading  characteristics  have  acquired  per- 
manency ;  when  tests  may  be  applied  to  the 
past,  and  new  and  more  enlarged  plans  be  laid 
for  the  future. 

Every  year  has  its  seasons.  Every  life  has 
its  stages, — more  or  less  marked, — more  or  less 
distinctive, — each  in  some  respects  the  sequence, 
in  some  the  counterpart,  of  other  stages, — but 
all  intimately  connected,  and  together  forming 
one  life.  And  every  individual  or  associated 
plan  or  organization  has  stages  of  development 
and  progress,  when  its  active  and  passive  agen- 
cies work  and  rest,  when  one  influence  or  set 
of  influences  seem  to  be  exhausted,  and  give 
place  to  something  more  vital.  And  each  stage 
has  its  distinctive  character,  and  may  be  studied 
by  itself,  and  also  as  a  component  part  of  the 
whole. 

Our  school  was  such  an  organization.  It 
had  now  reached  its  fourteenth  year.  The 
children  of  1816  were  no  longer  children,  and 
the  school  was  no  longer  an  experiment.  It 
had  taken  its  place  among  the  reliable  religious 
agencies,  and  had  made  a  history. 


42  HISTORY   SABBATH   SCHOOL. 

A  general  review  of  these  fourteen  years 
brings  out  some  points  of  interest  not  specially 
dwelt  upon  in  the  preceding  narrative.  It  was 
a  well-defined  era,  having  its  own  mission  to 
accomplish.  It  comprised  the  period  of  the 
gathering'  and  organization  of  Sabbath  schools 
in  this  country.  Nothing  like  a  systematic 
and  well-digested  public  effort  on  the  part  of 
the  church  for  the  promotion  of  Sabbath  schools 
had  been  put  forth  previous  to  1817.  And  the 
twelve  succeeding  years  had  been  devoted 
mainly  to  the  establishment,  and  increase  of  the 
number  of  schools  and  scholars,  and  to  fix  the 
true  position  of  the  Sabbath  school  as  an  auxil- 
iary to  public  worship  and  pastoral  labor.  And 
so  much  success  had  attended  these  efforts  that 
the  Sabbath  School  Union  was  able  to  say  in 
its  report  for  1829  :  "  It  is  believed  that  a  Sab- 
bath school  has  been  established  in  nearly  every 
religious  society  in  the  State  which  is  connected 
with  the  denominations  united  in  the  Union." 

From  this  period  onward  the  main  effort  of 
the  State  society,  and  all  engaged  in  the  work, 
was  to  elevate  the  character  and  enlarge  the 
influence  of  Sabbath  schools,  and  provide  a 
suitable  children's  literature. 

As  regards  our  own  school,  looking  back 
from  this  date,  the  change  was  great.  Indi- 


REVIEW   OF   FOURTEEN    YEARS.  43 

vidual  scholars  were  left,  but  none  of  the  earli- 
est classes  remained.  Younger  brothers  and 
sisters  and  new  families  had  taken  their  places. 

And  of  the  first  teachers,  none  remained. 
Deacon  Haven  and  Abner  Stone  were  still 
active  members  of  the  Sabbath  School  Society, 
and  ready  for  any  duty  that  would  promote  the 
prosperity  of  the  school.  One  of  the  female 
teachers  had  died,  and  of  the  others  some  were 
married,  and  new  duties  demanded  their  time, 
and  some  had  removed  from  town. 

But  of  that  devoted  band  who  started  the 
school,  and  carried  it  so  successfully  through 
its  infancy,  none  turned  against  it,  or  ceased 
to  love  and  cherish  it.  As  a  means  of  good,  it 
fully  met  their  expectations.  And  while  kept 
from  active  participation  in  its  duties  by  vari- 
ous causes,  it  ever  had  their  full  sympathy  and 
their  influence,  and  their  counsels  of  matured 
experience. 

A  point  of  interest,  as  incidental  to  our  devel- 
opment of  the  course  of  events,  is  the  relation 
of  the  studies  pursued  in  the  Sabbath  school  to 
the  general  tone  of  religious  sentiment  in  the 
church.  A  general  rule  must  be,  that  the 
spirit  of  the  one  will  correspond  with  the  spirit 
of  the  other.  The  life  of  one  will  reflect  itself 
in  the  life  of  the  other.  A  prevalent  formalism 


44  HISTORY   SABBATH   SCHOOL. 

and  accommodating  spirit  in  the  church,  will 
lead  to  a  course  of  instruction  lacking  the  ele- 
ments of  vital  godliness.  The  prevalence  of 
pure  evangelical  doctrines  will  necessarily 
secure  the  adoption  of  text-books  of  an  evan- 
gelical character. 

This  relation  of  cause  and  effect  is  well  illus- 
trated in  our  Sabbath  school.  The  several 
seasons  of  religious  interest  enjoyed  by  the 
church  during  the  eight  years  preceding  the 
fall  of  1816,  had  greatly  raised  the  standard  of 
Christian  experience,  and  given  unquestioned 
supremacy  to  evangelical  thought  and  belief. 
The  cross  of  Christ  was  "  magnified "  in  the 
faith  and  practice  of  the  church.  Hence  the 
prominence  given  in  the  Sabbath  school  to  the 
study  of  the  Scriptures.  Hence  the  introduc- 
tion of  Emerson's  Catechism,  and  the  continued 
use  of  the  Assembly's  Shorter  Catechism,  so 
distinct  in  its  enunciation  of  the  leading  doc- 
trines of  the  Gospel.  Hence  it  was  only  a 
natural  result  that  when  the  church  and  Pas- 
tor, for  Christ's  sake,  left  the  meeting-house  of 
their  fathers,  at  the  division  of  the  parish  in 
1829—30,  the  entire  Sabbath  school  went  with 
the  church. 

Although  our  school  was  one  of  the  earliest 
of  the  public  enterprises  of  the  kind  under- 


FIRST   FRUITS.  45 

taken,  jet  its  foundation  proved  to  be  well  laid. 
It  was  started  by  those  of  mature  personal  and 
Christian  character,  and  experience  in  teaching; 
and  was  from  the  first  fostered  by  the  church 
and  pastor.  And  unlike  the  earlier  individual 
enterprises,  and  the  first  attempts  in  many 
towns,  it  had  no  transition  state  to  undergo  ;  it 
pursued  the  course  originally  adopted, — only 
gaining  new  wisdom  by  experience,  and  taking 
advantage  of  the  progress  of  light  and  knowl- 
edge. 

But  in  pursuing  its  well  defined  objects,  it 
was  now  to  occupy  a  new  position  and  to  realize 
important  and  striking  results. 

The  extensive  revival  of  religion  in  the  church 
and  congregation  in  1830,  had  an  intimate  rela- 
tion to  the  Sabbath  school,  both  as  cause  and 
effect.  It  could  not  but  exert  a  marked  influ- 
ence in  raising  the  standard  of  study  and 
instruction,  and  giving  a  higher  tone  of  spirit- 
ual life  to  teachers  and  pupils.  The  enlighten- 
ing Spirit  disclosed  new  methods  and  ends  of 
labor;  and  the  renewed  heart,  glowing  with  the 
love  of  Christ,  joyfully  accepted  the  new  and 
congenial  duties. 

And  this  revival  had  special  significance  as  a 
test  of  Sabbath  school  instruction  ;  as  a  seal  of 
God's  favor  on  the  study  of  His  Word.  "  Ye 


46  HISTORY   SABBATH   SCHOOL. 

shall  know  them  by  their  fruits."  It  was  the 
time  of  the  ingathering  of  harvest.  Some  "  first 
fruits "  had  been  gathered  earlier.  Eight  of 
those  connected  with  the  Sabbath  school  had 
been  hopefully  converted  in  previous  years. 
But  now  the  seed  sown  brought  forth  abun- 
dantly "  after  his  kind."  Of  the  one  hundred 
and  forty-two  who  united  with  the  church  in 
this  and  the  following  years,  as  the  direct  result 
of  this  season  of  interest,  sixty-six  had  been 
teachers  or  pupils. 

From  this  time  forward  our  Sabbath  school 
has  new  points  of  interest,  and  new  and  wider 
elements  of  power.  It  henceforth  became  the 
dispenser  as  well  as  the  receiver  of  good.  It 
took  hi  hand  its  own  enterprises,  which  aimed 
at  results  beyond  itself.  The  spirit  of  Christian 
charity  once  enkindled,  gives  birth  to  the  spirit 
of  true  benevolence,  which  in  its  turn  awakens 
and  fosters  the  spirit  of  missions.  As  piety  can 
alone  estimate  its  own  worth,  so  it  alone  cau 
measure  its  want,  and  see  the  motive  to  supply 
this  want. 

Two  of  the  members  of  our  Sabbath  school 
were  now  preparing  to  go  forth  as  missionaries 
to  the  heathen  ;  carrying  the  fruits  of  Sabbath 
school  instruction  ;  carrying  the  fitness  to  teach 
which  comes  of  diligent  learning,  and  becoming 


FIFTEENTH   YEAR.  47 

a  living  bond  of  sympathy  between  the  school 
and  the  darkened  children  of  the  East  perishing 
for  lack  of  the  bread  of  life.  Thus  new  chan- 
nels of  thought  and  interest  were  opened;  thus 
inquiry  was  stimulated ;  thus  Christian  activity 
was  concentrated  on  a  well  defined  object ;  thus 
the  reflex  influence  of  fourteen  years  came 
laden  with  blessings,  and  faith  and  hope  and 
sight  were  made  partakers  of  the  present  joy 
and  were  quickened  for  the  labors  of  the  future.  • 


183O. 

The  Sabbath  school  was  opened  at  the  usual 
time  in  the  spring  of  this  year,  under  its  former 
officers  and  teachers.  During  the  spring  and 
summer  it  held  its  sessions  in  the  Town  House. 
When  the  new  meeting-house  of  the  Hollis 
Evangelical  Society  was  completed  the  school 
moved  into  the  vestry ;  and  now,  for  the  first 
time  in  its  history,  it  found  a  place  of  meeting 
both  convenient  and  comfortable.  From  this 
time  onward  the  Sabbath  school  was  kept 
through  the  entire  year. 


48  HISTORY   SABBATH   SCHOOL. 


1831. 

In  the  spring  of  183]  the  Sabbath  school  was 
re-organized.  C.  F.  W.  Parkhurst  was  chosen 
Secretary,  and  from  this  date  records  more  or 
less  full  have  been  kept. 

Deacon  Luther  Haven  was  appointed  Super- 
intendent. The  teachers  were  E.  M.  Capen, 
Elihu  White,  Jr.,  Calvin  Shepard,  Jr.,  C.  F.  W. 
Parkhurst,  E.  H.  Warren,  Alexander  Abbott, 
Curtis  Parker,  W.  P.  Temple,  Mrs.  Eunice 
Capen,  Sally  Jones,  Catherine  Parker,  Eliza  C. 
Abbott,  Emily  S.  Bell,  Lucy  C.  Bent,  Almira 
Walker.  Eliza  Wenzell,  Eliza  Ann  Parker,  Ann 
Maria  Buckminster,  Emily  Parker,  Asenath  F. 
Eaton,  Emily  Johnson,  Sarah  Johnson,  Abby 
H.  Forrister,  Mary  W.  Boynton,  Harriet  N. 
Shepard.  More  than  half  of  these  had  been 
pupils  in  the  school  in  previous  years.  The 
number  of  scholars  was  two  hundred  and  fifty- 
four,  of  whom  one  hundred  were  adults. 


A   SOCIETY   FORMED.  49 


THE  SABBATH   SCHOOL  SOCIETY. 


It  appears  that  a  Society — rather  informal — 
was  formed  as  early  as  1818.  Probably  the 
only  organization  was  a  request  from  the  Super- 
intendent and  teachers  to  Solomon  Fay,  that 
he  would  act  as  Secretary,  to  make  out  and 
keep  a  register  of  the  names  and  recitations  of 
the  scholars.  He  had  a  natural  taste,  and 
thorough  qualifications  for  this  work,  as  the 
register  will  show.  After  his  decease  in  1820, 
probably  no  one  was  found  with  like  qualifica- 
tions, who  was  specially  interested  in  the  school, 
and  no  regular  records  were  kept  for  several 
years.  But  the  form  and  name  of  the  Society 
were  continued,  as  is  shown  by  the  inscription 
in  the  books  given  as  presents  to  the  scholars 
for  good  conduct  and  good  recitations.  It 
comprised  only  the  teachers ;  and  the  only 
action  taken  was  the  annual  election  of  Superin- 
tendent, who  was  also  Secretary  and  Treasurer. 

In  1825,  the  Massachusetts  Sabbath  School 
Union  was  formed,  (embracing  the  Baptist  and 
Congregational  denominations,)  consisting  of 
superintendents,  teachers,  and  earnest  friends 
of  the  cause,  with  a  view,  among  other  things, 

4 


50  HISTORY   SABBATH   SCHOOL. 

"  to  stimulate  and  encourage  each  other  in  the 
moral  and  religious  instruction  of  children  and 
others."  This  Union  formed  a  nucleus  around 
which  the  Sabbath  schools  gathered ;  and  by 
an  interchange  of  views,  and  comparison  of 
plans,  and  collating  particular  results,  more 
of  uniformity  and  systematic  management  was 
introduced,  and  a  common  mode  of  conducting 
the  schools  was  adopted. 

A  Society,  auxiliary  to  this  State  Society, 
was  formed  in  Framingham,  as  early  as  1826. 
As  the  constitution  and  records  are  lost,  no 
specific  account  of  the  working  of  the  Society 
can  be  given.  Probably  it  adopted  substantially 
the  method  hitherto  pursued  in  the  school ; 
only  acting  as  a  recognized  head,  and  doing  by 
formal  vote,  what  had  been  done  by  common 
consent. 

In  1831,  in  order  to  infuse  new  life  into  the 
school,  and  enlist  more  general  support,  the 
constitution  of  the  Society  was  revised,  by  a 
committee  appointed  for  the  purpose.  The 
committee  consisted  of  Deacon  John  Temple, 
Patten  Johnson,  Ezra  Hemenway,  Deacon 
Luther  Haven, .and  Edmund  M.  Capen. 

By  the  new  constitution,  the  Society  still 
continued  auxiliary  to  the  State  Society.  As 
stated  in  the  records,  the  special  objects  to  be 


SABBATH  SCHOOL  SOCIETY.        51 

kept  in  view  were  "  to  provide  a  suitable  place 
for  the  instruction  of  children  and  youth  on  the 
Sabbath,  and  to  raise  funds  for  the  establish- 
ment of  a  library  for  the  use  of  the  school." 
All  interested  in  the  object,  by  signing  their 
names,  and  paying  twenty-five  cents  annually, 
became  members,  and  could  vote  in  the  choice 
of  officers.  The  officers  of  the  Society  appointed 
the  teachers  ;  and  the  teachers  nominated  a 
Superintendent,  who  must  be  confirmed  by  the 
officers.  No  book  could  be  introduced  into  the 
school  without  the  consent  of  the  officers.  The 
number  of  members  enrolled  was  one  hundred 
and  thirty-nine,  embracing  the  most  active 
members  of  the  church. 

The  general  mode  of  conducting  the  exer- 
cises was,  1.  The  school  was  opened  with  sing- 
ing and  prayer.  2.  The  teachers  heard  the 
lessons  of  their  respective  classes.  3.  Exer- 
cises closed  by  singing.  4.  On  the  last  Sab- 
bath of  the  month,  the  lessons  recited  during 
the  month  were  publicly  reviewed  by  the  Super- 
intendent, or  some  one  appointed  by  the  Direc- 
tors. 5.  It  was  the  duty  of  the  Superintend- 
ent, on  all  ordinary  occasions,  to  request  those 
who  were  connected  with  the  school  to  lead  in 
devotion,  and  take  a  part  in  the  various  other 
exercises. 


52  HISTORY   SABBATH   SCHOOL. 

In  1842,  the  constitution  was  again  revised. 
Committee,  Rev.  David  Brigham,  J.  J.  Mar- 
shall and  Marshall  Conant.  The  connection 
with  the  State  Society  was  severed.  The  whole 
control  of  the  Sabbath  school  was  vested  in  the 
teachers  and  those  pupils  who  were  twenty-one 
years  of  age  and  upwards.  None  others  could 
become  members  of  the  Society.  The  church 
was  no  longer  to  have  any  voice  in  the  man- 
agement of  the  school.  How  the  teachers  were 
appointed,  does  not  appear.  The  number  of 
members  enrolled  was  thirty-four. 

In  1852,  a  committee,  consisting  of  Carlos 
Slafter,  Deacon  E.  M.  Capen,  C.  F.  W.  Park- 
hurst,  Deacon  Eben  Eaton,  and  Andrew  Cool- 
idge,  was  appointed  to  examine  and  revise  the 
constitution  of  the  Society. 

The  most  important  change  is  indicated  in 
article  3 :  "  This  Society  shall  consist  of  the 
members  of  the  church,  and  of  such  other  indi- 
viduals as  shall  sign  the  constitution," — thus 
restoring  the  school  to  its  first  position  as  the 
child  of  the  church.  The  Superintendent  was 
chosen  by  the  Society.  The  board  of  officers 
appointed  the  teachers.  The  only  rule  adopted 
for  conducting  the  school  was,  "  The  exercises 
shall  be  opened  with  prayer,  and  closed  with 
singing."  All  other  parts  of  the  service  were 


RELATION  TO  THE  CHURCH.        53 

left  to  the  discretion  of  the  Superintendent. 
This  constitution  has  continued  in  force  to  the 
present  day. 

Without  instituting  any  comparisons,  which 
might  do  injustice,  it  is  probably  safe  to  say, 
that  the  enlightened  sentiment  of  the  real 
friends  and  supporters  of  the  Sabbath  school 
has  settled  down  to  the  conclusion,  that  the 
Sabbath  school  must  hold  an  intimate  relation 
to  the  church  ;  that  all  its  principles  of  action 
must  be  in  harmony  with,  and  directly  promo- 
tive  of,  the  doctrines  and  fellowship,  and  piety 
of  the  church  ;  that  in  reality  it  must  be  under 
the  watch  and  care  of  the  church.  The  formal 
and  recognized  relation  between  the  two  must 
be  such,  that  the  church  is  held  responsible  for 
the  conduct  and  results  of  the  Sabbath  school. 
So  intimately  connected  are  both  with  the 
religious  interests  of  society ;  so  potent  the 
influences  which  cluster  around  each,  and 
extend  to  the  families,  and  fireside  counsels, 
and  home  altars,  that  any  antagonism  in  essen- 
tials is  fatal  to  one  or  the  other  or  both.  Indif- 
ference on  the  part  of  the  church  will  prove  a 
fetter  on  the  progress  of  the  Sabbath  school. 
As  the  mother  to  her  child,  so  the  church  must 
guard  and  foster  and  nurture,  and  cherish  in 
prayer  and  faith  and  love,  the  Sabbath  school. 


54  HISTORY   SABBATH   SCHOOL. 


ADULT     DEPARTMENT. 

Early  in  the  year  1831,  an  adult  department 
was  organized,  separate  from  the  juvenile 
department,  or  Sabbath  school  proper.  It  met 
in  the  audience-room  of  the  church.  It  num- 
bered about  one  hundred,  and  was  divided  into 
classes  of  suitable  size.  Patten  Johnson  was 
chosen  Superintendent,  and  instructed  a  class. 
The  same  question-book  was  used  as  in  the 
juvenile  school. 

This  department  was  kept  up  as  a  distinct 
school  for  five  or  six  years.  Patten  Johnson 
was  Superintendent  till  1835.  Deacon  Ezra 
Hemenway  was  Superintendent  from  that  date 
till  1837  or  '38, — when  the  two  schools  were 
merged  in  one. 

In  the  opinion  of  those  who  took  part  in  the 
work,  a  separate  department  for  adults  worked 
well,  and  accomplished  its  objects  successfully. 
It  is  easy  to  see  the  advantages  of  such  a 
department,  in  the  general  mode  of  manage- 
ment, and  adaptation  of  means.  It  is  difficult 
to  meet  the  wants  of  youthful  and  mature 
minds  by  any  one  method  of  instruction.  The 
statement  and  illustration  of  religious  doctrine 
needs  to  be  varied  to  suit  their  different  points 
of  view  ;  and  it  requires  much  skill  and  knowl- 


ADULT   DEPARTMENT.  55 

edge  of  human  nature  to  adapt  general  remarks 
equally  to  both  old  and  young.  And  in  awaken- 
ing interest,  and  stimulating  inquiry,  different 
methods  are  necessary.  This  is  in  part  accom- 
plished by  classification, — each  teacher  adapting 
himself  to  the  peculiar  age  and  character  of  his 
class.  But  all  general  exercises  will  fail  to 
interest  equally  the  two  extremes.  And  in 
fact,  the  Superintendent,  from  the  real  neces- 
sity of  the  case,  will  lay  his  plans,  and  conduct 
the  school,  with  almost  exclusive  reference  to 
the  children. 

On  the  other  hand,  it  should  be  said,  the 
moral  power  of  a  school  is  greatly  increased  by 
the  presence  of  parents,  and  the  aged  church- 
members.  Their  presence  is  itself  an  incite- 
ment, and  a  restraint.  The  lesson  has  a  higher 
value  to  a  child,  if  he  knows  that  his  father, 
and  perhaps  his  grandfather  are  studying  and 
reciting  it  with  him.  The  Word  of  God  has 
higher  significance  and  more  sacredness,  when 
age  and  wisdom  and  scholarship  gather  with 
infancy  around  it  for  instruction.  If  the  child 
sees  the  mature  Christian  thus  earnestly  search- 
ing the  Scriptures,  to  find  "  eternal  life,"  a 
sense  of  reality — of  weighty  concern — of  imme- 
diate obligation — attaches  to  the  study  ;  a  sense 
of  the  difficulties  of  the  Christian  life  is  gained  ; 


56  HISTORY   SABBATH   SCHOOL. 

a  consciousness  of  the  need  of  more  than  human 
aid  and  strength, — of  the  help  of  divine  grace, 
is  awakened  ;  and  thus  the  thoughts  and  pur- 
poses are  turned  to  Him,  who  is  "  the  Way  and 
the  Truth  and  the  Life." 

One  most  important  result  which  followed 
the  establishment  of  this  separate  department, 
was  the  enlistment  for  life  of  the  fathers  and 
mothers  in  the  Sabbath  school.  Now,  after 
thirty  years,  they — the  survivors — are  all  in 
their  places  in  the  classes,  and  as  deeply  inter- 
ested as  then  in  the  study  of  the  Bible.  The 
mantle  of  those  who  are  "taken  up"  falls  on 
some  one  who  at  once  fills  the  vacant  seat.  It 
is  a  most  interesting  fact,  that  the  proportion 
between  adults  and  children — one  hundred  to 
one  hundred  and  sixty-six — has  been  kept  up 
without  essential  variation  from  1881  to  the 
present  time.  In  1859,  the  numbers  were, 
ninety-nine  adults,  and  one  hundred  sixty-three 
children. 

And  the  first  thing  which  strikes  a  stranger 
on  entering  our  school,  is  the  crowded  adult 
classes.  All  the  eagerness  and  all  the  zest  of 
youth  are  manifest  in  their  attitude  and  man- 
ner, as  they  scan  the  Sacred  Oracles,  and  seek 
for  the  mind  of  the  Spirit.  And  the  children 
of  these  parents  are  uniformly  punctual  and 


INFANT    CLASS.  57 

constant  in  attendance  ;  while  the  children  of 
absent  parents  are  irregular,  and  readily  find 
excuses  for  tardiness  and  absence. 

Some  of  these  adult  classes  use  the  common 
question-book  of  the  school,  and  some  are  Bible 
classes, — the  choice  being  generally  left  to 
themselves. 

One  teacher,  Mr.  P.  H.  Vose,  has  had  charge 
of  a  class  without  interruption,  for  thirty-three 
years.  And  although  in  that  time  there  have 
been  seventy  different  pupils  connected  with 
the  class,  one  of  the  original  members  now 
remains. 

INFANT     DEPARTMENT. 

Infant  classes,  in  connection  with,  or  as  a 
part  of  the  Sabbath  school,  began  to  be  formed 
as  early  as  1827-28.  The  specific  object  was 
to  gather  by  themselves  a  considerable  immber 
of  children,  too  young  to  study  the  regular  les- 
sons from  the  question-books,  and  teach  them 
the  Lord's  prayer,  hymns,  and  Bible  verses, 
and  exercise  them  in  singing  devotional  songs, 
and  other  general  performances  of  a  religious 
nature. 

The  first  infant  class  in  our  school,  was  estab- 
lished by  Miss  Emeline  Stone,  in  1832.  It  was 
conducted  successfully  by  her  for  a  number  of 


58  HISTORY  SABBATH   SCHOOL. 

years.  Her  successors  have  been,  Martha  Ann 
Abbott,  Abby  H.  Forrister,  Susan  M.  Abbott, 
Emeline  Hemenway,  Mrs.  T.  Forrister,  Mrs. 
0.  Bennett,  Mrs.  Jones,  Augusta  March,  Har- 
riett March,  C.  E.  Burnap,  Harriett  Williams, 
F.  Williams,  Lucy  P.  Brown,  Mary  Marshall, 
Grace  Parker. 

It  has  been  till  the  present  year,  a  separate 
department,  meeting  in  a  room  by  itself.  Two 
classes,  one  of  boys,  and  one  of  girls,  have  been 
graduated  from  it  into  the  Sabbath  school, 
every  spring.  The  average  number  in  this 
department,  for  a  series  of  years  has  been  forty. 

This  is  an  interesting,  and  an  important 
branch  of  the  Sabbath  school.  Probably  it  is 
the  most  difficult  class  to  teach,  requiring  tal- 
ent and  tact  of  a  high  order,  and  especially  a 
thorough  knowledge  of  child  nature,  and  a 
loving,  Christian  heart.  Quiet  deportment,  and 
a  good  degree  of  interested  attention,  are  neces- 
sary to  be  secured,  without  great  pressure  of 
visible  restraint,  or  show  of  authority.  No 
exercise  should  be  introduced  for  the  sake  of 
mere  amusement.  The  sacredness  of  the  day 
should  be  reciprocated  in  the  feelings  awakened, 
and  the  impressions  made  by  the  lessons  and 
songs.  All  parts  of  the  service  should  be 
adapted  to  children,  and  designed  to  implant 


INFANT    CLASS.  59 

and  nurture  in  them  a  reverence  for  God,  a 
sacred  regard  for  holy  things,  and  a  dread  of 
sin.  And  it  is  ever  to  be  borne  in  mind,  that 
it  is  not  the  amount  of  truth  taught, — not  the 
repetition  of  words, — not  the  process  of  reason- 
ing,— not  the  urgent  advice  and  warning  ;  but 
the  spirit  in  which  instruction  is  given,  and  the 
impression  made  on  the  heart  of  the  child, 
which  are  vital,  and  tell  on  the  life.  The  win- 
ning look  of  tenderness  and  sympathy  is  remem- 
bered, long  after  the  words  are  forgotten.  A 
devout  spirit  and  a  likeness  to  Jesus  in  the 
teacher,  will  attract  the  young  to  Him  better 
than  persuasive  appeals.  And  if  one  clear  idea 
of  the  nature  of  holiness  is  imparted,  and  one 
true  desire  for  a  holy  heart  is  awakened  in  the 
child,  the  teaching  is  effective. 

Nowhere  is  there  a  greater  liability  to  com- 
mit errors,  and  by  an  injudicious  presentation 
of  religious  truth,  poison  the  mind  for  life; 
and  on  the  other  hand,  nowhere  does  the 
"  meekness  of  wisdom,"  and  the  exhibition  of 
true  piety,  more  surely  bear  much  fruit.  If  for 
any  reason,  the  mother  will  excuse  herself  from. 
the  duty  God  has  laid  upon  her,  to  teach  the 
infant  lips  to  lisp  prayer  and  praise  to  him, 
and  to  turn  the  first  thoughts  and  purposes  of 
life  to  the  Saviour,  then  let  this  department  of 
Sabbath  schools  be  sacredly  cherished. 


60  HISTORY   SABBATH   SCHOOL. 


SABBATH  SCHOOL  CONCERT. 


The  Sabbath  school  concert  was  observed  in 
our  school  as  early  as  1831. 

The  idea  of  this  concert  was  evidently  bor- 
rowed from  the  missionary  concert,  which  had 
been  observed  in  the  churches  since  1813.  It 
recognized  the  vital  importance  which  attached 
to  the  Sabbath  school  as  a  means  of  religious 
education  ;  and  the  duty  of  tb^  church  to  offer 
special  prayer  for  the  divine  direction  and 
blessing.  At  first,  it  was  a  concert  of  prayer. 
And  the  intention  evidently  was,  that  the  mem- 
bers of  the  church  generally  should  gather  with 
the  teachers  and  scholars,  and  thus  publicly 
identify  themselves  with  the  cause. 

This,  its  original  purpose,  and  the  method  by 
which  its  founders  sought  to  accomplish  the 
object,  are  to  be  borne  in  mind  whenever  we 
would  estimate  the  value  of  this  concert,  or 
trace  its  history.  The  marked  favor  of  God  on 
the  Sabbath  school,  in  the  revivals  which  visited 
the  churches  in  1830,  not  only  indicated  its 
value  as  a  means  of  grace,  but  clearly  evinced 
the  duty  of  supplicating  God's  special  blessing 
on  the  institution  continually.  It  was  made 


S.    S.    CONCERT.  61 

evident  that  this  was  one  of  the  chosen  means 
by  which  He  was  building  up  and  strengthening 
His  people  in  intelligence,  and  active  benevo- 
lence, as  well  as  in  numbers.  And  the  great 
good  which  had  resulted  from  the  missionary 
concert,  in  imparting  intelligent  views  of  the 
work  of  missions,  and  uniting  the  hearts  of 
Christians  in  true  sympathy  with  the  work,  and 
in  the  common  offerings  laid  on  the  altar,— 
naturally  suggested  a  similar  monthly  meeting 
to  gain  knowledge,  and  awaken  interest,  and 
unite  all  in  offerings,  and  in  intercessions  for 
the  divine  favor  on  the  Sabbath  school. 

When  first  established,  and  for  many  years, 
the  concert  was  observed  on  the  evening  of  the 
second  Sabbath  in  each  month.  Usually  a 
carefully  prepared  address  was  delivered  by 
the  pastor,  or  some  invited  stranger,  or  one  of 
the  officers,  on  a  topic  directly  related  to  Sab- 
bath schools. 

In  those  years  it  was  kept  up  with  varied 
interest.  Sometimes  the  vestry  would  be  well 
filled,  and  "  the  spirit  of  grace  and  supplica- 
tions "  would  be  poured  upon  His  people. 
Sometimes  only  the  school  would  be  present ; 
and  the  Superintendent  and  teachers  would 
yield  to  discouragement.  The  annual  report 
of  the  school  for  1837,  says  :  "  The  Sabbath 


62  HISTORY   SABBATH   SCHOOL. 

school  concert  is  observed,  though  with  a  slight 
degree  of  interest  on  the  part  of  the  church," 
— indicating  that  the  officers  of  the  school  felt 
the  need  of  the  hearty  co-operation  and  united 
prayers  of  professed  Christians. 

In  1842,  the  time  of  holding  the  concert  was 
changed.  It  then  was  made  to  take  the  place 
of  the  regular  school  recitations  on  the  second 
Sabbath  noon  of  each  month,  and  was  con- 
ducted by  the  officers  of  the  school.  It  was 
conducted  much  like  an  ordinary  religious 
meeting, — singing,  prayers,  and  addresses  alter- 
nating, only  each  part  of  the  exercises  had  a 
special  bearing  on  the  school. 

The  concert  has  been  regularly  observed  till 
the  present  time,  though  the  mode  of  its  man- 
agement has  greatly  varied  in  different  years. 
Perhaps  the  most  marked  difference  between 
the  present  and  former  methods  of  conducting 
it,  is,  that  now  the  pupils  are  relied  on  to  give 
character  and  interest  to  the  exercises,  rather 
than  the  officers  and  the  church.  Perhaps 
now  the  custom  is  general,  to  have  some  sys- 
tem of  Scripture  recitations, — varied  to  suit 
circumstances,  and  the  discretion  of  the  Super- 
intendent. In  some  instances,  an  historical 
fact,  as  the  deluge,  the  offering  of  Isaac,  the 
captivities,  the  crucifixion,  the  conversion  of 


S.    S.    CONCERT.  63 

Paul ;  or  some  topic,  as  the  Sabbath,  baptism, 
is  announced,  and  each  scholar  is  expected  to 
commit  a  verse  relating  to  the  fact  or  topic. 
In  others,  a  word  is  given  out,  and  the  verses 
to  be  recited  are  to  contain  this  word.  In  some 
cases  a  letter  is  named  as  the  initial  of  the 
selected  passages.  Sometimes  a  teacher  is 
designated  to  write  an  essay,  or  historical 
sketch,  or  brief  discussion  of  the  doctrine  or 
topic  or  fact  given  out.  In  some  schools,  indi- 
vidual pupils  are  called  by  name,  and  rise  and 
repeat  their  verse.  In  others,  a  class  is  desig- 
nated, and  the  class  rise,  and  each  member  in 
turn  recites  his  verse  or  paragraph. 

The  success  of  any  method  depends  on  the 
ready  and  hearty  zeal  with  which  all  co-operate 
and  do  their  part.  Probably  it  is  the  experi- 
ence of  superintendents  generally,  that  to 
awaken  and  sustain  an  interest  in  the  concert, 
—to  make  it  really  profitable  to  the  school,  is 
one  of  the  most  difficult  of  his — often — difficult 
duties. 


64  HISTORY   SABBATH    SCHOOL. 


BENEVOLENT    CONTRIBUTIONS. 


Intimately  associated  with  the  rise  of  the 
Sabbath  school  concert,  was  the  custom  of 
taking  up  regular  monthly  contributions  for 
benevolent  objects,  in  the  Sabbath  school. 
Indeed  this  was  a  part  of  the  original  plan. 
Effectual  prayer  and  active  benevolence  are 
always  associated.  It  is  difficult  to  separate 
them.  To  supplicate  God's  blessing  on  a  cause 
which  demands  action,  individual  or  associated, 
implies  a  pledge  to  do  what  is  requisite  to  fur- 
ther the  cause  ;  implies  the  consecration  to 
Him  of  what  means  one  possesses  that  are 
needed  in  advancing  the  cause. 

Concerted  prayer  for  the  Sabbath  school,  by 
the  church,  was  a  pledge  of  effort  and  sacrifice 
in  behalf  of  the  Sabbath  school.  Gracious 
blessings  received  in  answer  to  prayer  and  faith- 
ful labor,  bound  the  recipients  to  requite  those 
bestowed  favors,  by  efforts  to  extend  the  advan- 
tages of  Sabbath  school  instruction  to  the  desti- 
tute. The  love  of  Christ  implanted  in  the 
heart  prompts  to  Christ-like  benevolence.  It 
is  but  half  of  goodness  to  be  good  ;  to  do  good, 
to  impart  to  others  what  God  so  freely  bestows, 


BENEVOLENCE.  00 

is  the  larger  half  of  goodness  itself.  Selfish- 
ness keeps  its  treasures  for  their  enjoyment ; 
true  goodness  imparts  them,  in  order  to  keep 
them.  And  the  enjoyment  of  the  Christian 
life  consists  essentially  in  offering  that  life  a 
sacrifice  for  others. 

"  The  grace  of  giving,"  is  a  beautiful  trait  of 
true  childhood,  as  it  is  of  true  manhood.  The 
trivial  gift  bestowed  with  generous  impulses 
is  most  acceptable,  and  praiseworthy.  The 
penny,  which  might  have  been  expended  for 
sweetmeats,  bestowed  with  a  look  of  love  on  the 
deserving  poor  ;  the  little  book,  which  is  cher- 
ished for  its  own  sake,  and  given  for  Christ's 
sake  to  a  schoolmate  who  has  no  little  books  ; 
the  hour  of  play-time,  devoted  to  reading  the 
Bible  to  a  blind  neighbor  ; — these  are  not  costly 
gifts  ;  but  they  are  precious  beyond  all  price. 
They  are  the  expression  of  traits  which  He 
loves  who  looketh  on  the  heart.  They  are 
traits  which  our  Saviour  well  delineates  when 
he  says,  "  Of  such  is  the  kingdom  of  heaven." 

To  cultivate  this  spirit  of  charity,  should  be 
one  aim  of  all  education ;  as  the  best  success 
and  the  truest  enjoyment  of  life  are  promoted 
by  it.  And  to  inculcate  and  develop  this  spirit 
should  be  a  constant  aim  of  Sabbath  school 
instruction.  It  is  the  spirit  of  the  whole  Bible  ; 
5 


66  HISTORY   SABBATH   SCHOOL. 

it  is  pre-eminently  the  spirit  of  the  gospel. 
The  love  of  God  opens  the  heart ;  and  the  gen- 
erous heart  opens  the  hands  ;  and  the  charity 
— small  if  the  means  are  small,  large  if  the 
means  are  large — bestowed  for  Christ's  sake, 
and  consecrated  by  prayer,  returns  from  its 
mission,  as  an  answer 'to  that  prayer,  laden, 
with  sweet  peace  and  hope  to  the  soul. 

It  is  only  when  this  reflex  influence  of  char- 
ity is  rightly  comprehended,  that  the  essential 
need  of  bringing  up  children  in  the  practice  of 
self-denial,  and  in  habits  of  a  generous  consid- 
eration of  others,  can  be  rightly  comprehended, 
and  that  this  means  of  the  best  moral  culture 
will  be  thoughtfully  improved  by  parents. 

To  contribute  their  little  savings  of  money  is 
the  common  mode  of  benevolence  ;  though 
kind  actions,  and  self-denial,  and  unsought 
sympathy,  and  the  numerous  ministrations  of 
generous  love,  in  the  home,  and  the  school,  and 
in  society,  are  alike  valuable  as  gifts,  and  for 
the  imparting  and  receiving  of  joy.  What  con- 
stitutes the  essence  of  charity,  is  the  cheerful 
and  hearty  bestowment  on  others  of  what  is 
highly  prized  by  us.  God  demanded  of  his 
chosen  people  of  old  the  offering  of  the  "first- 
fruits  "  of  their  fields  and  flocks,  because  they 
were  the  most  needed  and  the  most  valuable 


BENEVOLENCE.  67 

to  the  possessor.  He  never  accepts  what  is  left, 
after  all  our  wants  are  supplied  ;  or  what  has 
no  intrinsic  value  to  us.  And  the  offering  of 
such  things  in  charity  brings  no  joy  to  the  soul. 
Every  gift,  then,  laid  on  the  human  or  the  divine 
altar,  must  needs  be  consecrated  by  love  and 
prayer ;  and  every  gift  must  be  in  the  best 
sense  a  sacrifice.  Hence  the  appropriateness 
of  a  Sabbath  school  concert  for  prayer  and 
benevolent  contributions. 

Regular  contributions  for  benevolent  objects 
were  taken  once  a  month,  in  our  school,  from 
the  time  when  the  Sabbath  school  concert  was 
established.  It  has  always  been  the  avowed 
purpose  to  distribute  the  avails  of  these  collec- 
tions in  promoting  the  cause  of  Sabbath  schools. 
Some  of  the  funds  have  been  expended  in 
making  the  superintendents  and  teachers  life 
members  of  the  Sabbath  School  Society,  or  the 
American  S.  S.  Union  ;  some  portions  have 
been  spent  in  the  purchase  of  libraries  for  new 
and  destitute  schools  at  the  West,  in  Iowa  and 
Minnesota.  Twenty  dollars  were  sent  to  Mrs. 
Schneider  of  Aintab,  a  former  pupil  and  teacher 
of  the  school,  for  the  benefit  of  Sabbath  schools 
in  Syria. 

To  1858,  the  amount  annually  realized  from 
the  monthly  collections  averaged  $25.  In 


68  HISTORY   SABBATH    SCHOOL. 

1859,  the  plan  was  started  of  taking  up  penny 
contributions  on  each  Sabbath.  The  result  has 
been  a  large  increase  in  the  amount  collected. 
For  the  nine  years  that  this  plan  has  been  in 
operation,  the  amount  has  averaged  $65  per 
annum.  This  method  is  still  practised.  The 
giving  of  a  penny  is  entirely  voluntary  ;  but 
the  number  usually  falls  very  little  below  the 
total  number  of  teachers  and  scholars  present 
on  the  day. 


SECOND    LIBRARY.  69 


THE    LIBRARY 


The  first  collection  of  books  for  the  use  of 
the  school  has  been  noticed.  After  the  reor- 
ganization in  1831,  the  library  became  an 
important  means  of  keeping  up  an  interest, 
and  drawing  in  pupils.  And  at  this  date,  a 
large  number  of  books  designed  for  children, 
had  been  published. 

In  1830,  the  library  comprised  one  hundred 
and  thirty-three  volumes.  Seventy-two  vol- 
umes were  added  in  1831  :  one  hundred  and 
twenty-two  volumes  were  added  in  1832  ; 
eighty-five  volumes  in  1833.  In  this  year  a 
thorough  overhauling  of  the  library  was  made  ; 
lost  books  were  stricken  from  the  catalogue  ; 
some  re-bound,  and  all  re-numbered.  And  the 
renovated  library  was  found  to  contain  two 
hundred  and  sixty-nine  volumes. 

Two  hundred  volumes  were  added  in  1835. 
In  1845,  $75  was  expended  for  new  books. 
In  1856,  a  new  library  was  purchased,  and  a 
part  of  the  old  one  sent  to  a  school  at  the  West. 

In  1859,  the  whole  number  of  books  was  four 
hundred  and  seventy-seven.  In  1860,  $120 
was  expended  to  purchase  books  for  the  library. 


70  HISTOEY   SABBATH   SCHOOL. 

In  1865,  the  number  of  volumes  in  the  library 
was  five  hundred  and  forty-eight. 

In  1868,  a  part  of  the  library  was  sent  to 
Minnesota,  and  the  sum  of  $200  was  raised  to 
add  new  books,  making  the  number  now  in  the 
library  five  hundred  and  fifty-three. 

Mode  of  managing  the  distribution  of  Books. 
— A  printed  catalogue  is  allowed  lo  eacli  family 
connected  with  the  school.  This  list  gives  the 
number  of  pages,  as  well  as  the  title  of  the 
book.  Blank  cards  are  furnished  to  each  pupil, 
containing  his  name  and  number,  and  ruled 
with  spaces  for  the  title  and  number  of  the 
book  wanted  ;  on  which  each  is  expected  to 
designate  several  books,  so  that  in  case  he  does 
not  get  his  first  choice  at  once,  he  may  receive 
a  second  choice,  and  have  a  chance  to  get  the 
other  soon.  The  number  of  the  book  given 
him  is  checked  on  the  card,  and  also  on  the 
librarian's  corresponding  list, — the  check  to  be 
erased  when  the  book  is  returned.  Books  are 
given  out  on  each  Sabbath,  one  volume  only  to 
a  pupil ;  and  he  is  not  entitled  to  another  till 
the  first  is  returned. 


TABLE   OP   STATISTICS.  71 

TABLE    OF    STATISTICS. 


1818.  Number  of  teachers,  10  ;  number  of 
pupils,  142  ;  average'  attendance,  70. 

1831.  Number  of  teachers,  34  ;  number  of 
pupils,  254. 

1836.  Number  of  teachers,  30  ;  number  of 
pupils,  260,  of  whom  100  were  adults. 

1840.  Twenty-seven  members  of  the  Sab- 
bath school  united  with  the  church,  by  pro- 
fession. 

1859.  Number  of  teachers,  22  ;  number  of 
pupils,  262,  of  which  78  are  between  15  and 
30  years  ;  21  are  over  50  years.  Sixty  of  the 
pupils,  and  all  the  teachers  are  members  of  the 
church. 

1861.  Number  of  teachers,  25  ;  number  of 
pupils,  265  ;  average  attendance,  167  ;  num- 
ber over  15  years  of  age,  154  ;  members  of  the 
church,  108. 

1863.  Whole  number  of  pupils,  272  ;  114 
are  members  of  the  church,  of  whom,  36  have 
indulged  hope  this  year. 

1864.  Fourteen  pupils  professed  religion. 

1865.  Number  of  teachers,  26  ;  number  of 
pupils,  263  ;  average  attendance,  165. 

1868.  Twenty  members  of  the  Sabbath 
school  are  indulging  the  Christian  hope,  since 
the  beginning  of  the  year. 


HISTORY   SABBATH    SCHOOL. 


LIST    OF    SUPERINTENDENTS. 


Deacon  LUTHER  HAVEN,  1816-19, 1831,  5  years. 

ABNER  STONE,  1820-22, 3  years. 

Deacon  EBEN  EATON,  1823-30, 1832, 

1837-45, 18  years. 

CALVIN  SHEPARD,  Jr.,  1833,     ...  1  year. 

C.  F.  W.  PARKHURST,  1834-3(3,     .     .  3  years. 

JOHN  J.  MARSHALL,  1846, 1847,   .     .  2  years. 

PATTEN  JOHNSON,  1848-51,      ...  4  years. 

CARLOS  SLAFTER,  1852, 1  year. 

B.  K.  HAVEN,  1853, 1  year. 

Deacon  ANDREW  COOLIDGE,  1854, 1857,  2  years. 

B.  F.  WILSON,  1855,  1856,  ....  2  years. 

Deacon  G.  W.  BIGELOW,  1858-63,     .  6  years. 

Deacon  WILLIAM  F.  EAMES,  1864-67,  4  years. 
Deacon  ANDREW  COOLIDGE,  1868. 


THE   SCHOOL   AS   IT   IS.  73 


1868. 

OFFICERS     OF     THE     SABBATH     SCHOOL. 

Superintendent,  Deacon  Andrew  Coolidge. 
First  Vice-President,  Sewall  Fisher.  Second 
Vice-President,  John  L.  Sanger.  Treasurer, 
George  A.  Thompson.  Secretary,  George  M. 
Amsden.  Librarians,  Henry  F.  White,  George 
D.  Bigelow. 

Teacher  of  Infant  Class,  Grace  Parker. 

Class :  Cora  I.  Lamson,  Susan  M.  Young, 
Theophilus  H.  Root,  Frank  Gibbs,  Arthur  K. 
Stone,  Neverson  Hemenway,  Emma  E.  Hagar, 
Minnie  N.  Hagar,  Frank  E.  Rice,  Alice  Hast- 
ings, George  H.  Taylor,  Willie  F.  Hosnier, 
Albert  J.  Haven,  Katie  T.  Blake,  Gracia  D. 
Blake,  Willie  Harrington,  Frank  A.  Young, 
Walter  W.  Eames,  Nattie  M.  Ladd,  Wallace 
Kendall,  Laura  A.  Sanderson,  Charles  Otis. 

Teacher  of  Bible  Class,  Susan  Rebecca  Eaton. 

Class:  Mrs.  A.  B.  Tufts,  Mrs.  E.  Conant, 
Mrs.  Grace  G.  Barnard,  Mrs.  Ilitty  Gates,  Mrs. 
A.  M.  Parsons,  Mrs.  J.  A.  Hammond,  Mrs.  J. 
M.  Harrington,  Mrs.  E.  Hemenway,  Mrs.  E. 
Jones,  Mrs.  S.  Fisher,  Mrs.  Laura  Amsden, 
Mrs.  Leander  Barber,  Mrs.  Mary  Ann  Smith, 
Mrs.  John  Fenton,  Mrs.  Clara  W.  Morse,  M. 


(4  HISTORY   SABBATH   SCHOOL. 

Thompson,  E.  Thompson,  Susan  E.  Edmands, 
Mary  Cutting,  E.  Bailey,  Helen  Barnard,  Caro- 
line E.  Burnap,  Mrs.  C.  Sanderson,  Mrs.  M.  M. 
Coolidge,  Mrs.  T.  Garratt,  Sally  Jones,  Mrs.  C. 
Baker,  Sarah  A.  Temple,  Mrs.  Ellen  B.  Fair- 
bank. 
•-  Teacher,  Doctor  T.  D.  Chamberlain. 

Class  :  Benj.  K.  Haven,  George  Nourse, 
John  Cutting,  George  A.  Thompson,  J.  T.  For- 
rister,  Frederic  Coe,  Leander  Barber,  Edmond 
M.  Capon,  Josiah  Gibbs,  John  L.  Sanger, 
George  M.  Amsden,  George  W.  Bigelow,  A. 

D.  Cloyes,  Charles  Trowbridge. 
Teacher,  J.  D.  Chamberlain. 

Class  :  Mrs.  Harriett  Rice,  Mrs.  N.  Hosmer, 

Mrs.  H.  Sanger,  Mrs.  J.  Gibbs,  Mrs.  A.  Woods, 

Mrs.  P.  H.  Vose,  Mrs.  A.  Pratt,  C.  E.  Lincoln. 

Teacher,  Benj.  F.  Wilson.     (P.  H.  Vose.) 

Class :  Mrs.  E.  G.  Eaton,  Mrs.  Mary  Stearns, 

Mrs.  Harriett  Cloyes,  Mrs.  G.  J.  Childs,  Mrs. 

E.  Rice,  Mrs.  Edwin  Hastings,  Mrs.  T.  Forris- 
ter,  Mrs.  G.  A.  Trowbridge,  Mrs.  Henry  Eames, 
Mrs.  Luther  Eames,  Mrs.  John  Forrister,  Mrs. 
Curtis  Belcher,  Mrs.  Ellis  D.  Hall,  Mrs.  D.  F. 
•Chad wick,  Martha  Merriam. 

Teacher,  William  Symmes. 
Class :  A.  Sidney  Bull,  Henry  E.  Warren, 
Richard    Briggs,    Frederic   Coe,  Jr.,    Nathan 


THE   SCHOOL   AS   IT   IS.  75 

Gates,  Charles  Smyth,  Joseph  Western,  Edwin 
Walkup,  A.  Cutting,  T.  Eaton,  Ellis  Hall, 
Edw.  Dodge. 

Teacher,  Mrs.  J.  Mann. 

Class  :  George  D.  Bigelow,  George  Edw. 
West,  Charles  Parsons,  Lewis  Russell,  Frederic 
B.  Home,  C.  Sidney  Eames,  Alphonso  Capen, 
Henry  F.  White. 

Teacher,  Mrs.  Mary  B.  Temple. 

Class :  Ann  Maria  Cutting,  Sarah  Cutting, 
Susan  Williams,  Nettie  Barnard,  Carrie  A. 
West,  Sarah  A.  Faucett,  Abby  Pratt,  Maria 
Pratt. 

Teacher,  Mrs.  S.  N.  Brewer. 

Class:  Mary  E.  Temple,  Mary  Sanderson, 
M.  Isabel  Eames,  Abby  Russell,  Ann-  M.  Brig- 
ham,  Nancy  Walkup,  Ella  W.  Hastings,  Hattie 
E.  Smith,  Kittie  Otis. 

Teacher,  Sewall  Fisher. 

Class :  Lizzie  Moore,  Mary  Briggs,  Hattie 
E.  Rice,  Lizzie  Haven,  Anna  L.  Sanger,  Fanny 
Eames,  Anna  L.  West. 

Teacher,  Irene  Poole. 

Class :  Mary  L.  B.  Esty,  Lizzie  Hastings, 
Cora  Barrett,  Anna  Gibbs,  Eva  Bisbee. 

Teacher,  Emma  Clark. 

Class :  Jenny  Rice,  Jenny  Livermore,  Minnie 
Woods,  Blanche  Walkup,  Lizzie  Blake,  Emma 
E.  Gates. 


76  HISTORY   SABBATH   SCHOOL. 

Teacher,  Ann  Maria  Eaton. 

Class :  J.  Ada  Smith,  Susan  E.  Cloyes,  Clara 
Walkup,  Ella  Hemenway,  Justina  Ware,  Addie 
Lamson,  Emma  Eaton,  Ada  R.  Smith,  Cora 
Moore,  Ella  Chadwick. 

Teacher,  Anna  L.  Hastings. 

Class :  Augusta  Barber,  Alice  "West,  Emily 
Cloyes,  Jessie  Walkup,  Ella  Forrister,  Abby 
Wheeler,  Ada  Partridge,  Fanny  Hastings. 

Teacher,  Lizzie  Stone. 

Class  :  Hattie  Jewell,  Ada  Washburn,  Jenny 
Hastings,  M.  Ella  Smith,  G.  Winch,  Ella  F. 
Belcher. 

Teacher,  (Sarah  J.  Russell.)  Georgiana 
Barnard. 

Class  :  Willis  Rowell,  John  H.  Temple, 
Charles  Trowbridge,  Frank  Rowell,  Horace 
Chamberlain,  Frank  A.  Walkup,  Andrew 
Belcher. 

Teacher,  Martha  Bailey. 

Class  :'  Waldo  Howe,  Franklin  Howe,  Arthur 
Coe,  Henry  Coe,  Eddie  Harrington,  Roger 
Sherman,  Waldo  Johnson. 

Teacher,  Abby  Kelley. 

Class:  William  Trowbridge,  Granville  For- 
rister, Thomas  West,  Thomas  Hastings,  Frank 
Haven,  Charles  Williams,  Frederic  Esty. 


THE   SCHOOL   AS   IT   IS.  T7 

Teacher,  Flora  Williams. 

Class :  Eddy  White,  Josiah  Hastings,  Charles 
Esty,  Enos  H.  Bigelow,  Frederic  Hosmer,  Alls- 
ton  Swan,  Charles  Taylor. 

Teacher,  Ellen  M.  Moore. 

Class  :  Edward  C.  Smith,  Alexander  N.  Esty, 
Harry  E.  Swan,  Elbridge  C.  Barber,  Gardner 
P.  Hastings,  Willie  H.  Lamson,  Frank  Coe. 

Teacher,  Mrs.  Abby  H.  F.  Russell. 

Class :  Sarah  Gibbs,  Angelina  A.  Chadwick, 
L.  Isabel  Chadwick,  Mary  Cutting,  Abby  Cut- 
ting, Mary  E.  Eaton,  Hannah  Sanderson. 

Teacher,  Ellen  Stone. 

Class  :  Lizzie  A.  Root,  Georgianna  Harring- 
ton, Elberta  Hemenway,  Mary  A.  Eames,  Lizzie 
Bigelow,  Kittee  Esty,  Mira  Hagar,  Jenny  Ken- 
dall, Emma  Stone,  Nettie  Stone,  Jennie  Otis, 
Lizzie  Otis,  Mary  Parker. 

Teacher,  Louisa  A.  Eames. 

Class  :  Edgar  Harrington,  Charles  Lamson, 
Joseph  Weston,  Fred.  W.  Young,  Andrew 
Belcher. 

Teacher,  Anna  E.  Johnson. 

Class :  Josephine  Bennett,  and  six  others. 

The  school  meets  in  the  audience-room  of  the 
church,  on  Sabbath  noons  ;  each  session  con- 
tinuing forty-five  minutes.  The  exercises  are 
opened  with  prayer  and  singing,  and  recitations 


78  HISTORY   SABBATH   SCHOOL. 

from  the  Psalms,  in  concert ;  and  closed  with 
singing. 

All  the  officers  and  teachers  are  members  of 
the  church  ;  and  eighty  of  the  pupils  are  pro- 
fessors or  have  indulged  hope  in  the  recent 
revival. 

Two  of  the  classes  are  Bible  classes.  There 
are  five  adult  classes.  The  question-book  now 
in  use  is  "  Clark's  Questions  on  the  great 
Truths  of  the  Bible," — the  adults  using  No.  3, 
the  school  proper  using  No.  2,  and  the  infant 
class  using  No.  1. 

One  of  the  teachers,  Mrs.  Abby  H.  F.  Rus- 
sell, aud  one  of  the  pupils,  Mrs.  Grace  G.  Bar- 
nard, were  members  of  the  class  which  met  in 
the  Academy  Hall  September  8, 1816.  Deacon 
E.  M.  Capen,  now  in  the  adult  class,  was  a 
teacher  in  the  school  in  1819.  Thus  is  the  half 
century  made  a  reality  to  us,  by  the  living  chain 
which  connects  its  two  extremes  ;  and  thus  is 
the  proof  furnished  that  the  principles  in  which 
the  institution  was  founded  have  not  needed 
change,  nor  grown  old,  nor  obsolete.  The 
same  Holy  Word  is  now  the  subject  of  study, 
and  the  guide  to  Truth,  and  the  lamp  to  show 
the  path  to  Life  and  Rest.  Depending  on  the 
same  divine  aid,  the  teachers  now  labor  in 
hope,  and  the  scholars  listen  to  the  precepts  of 


NURSERY  OP   THE   CHURCH.  79 

Him  who  said,  "  Suffer  the  little  children  to 
come  unto  me  ;  for  of  such  is  the  kingdom  of 
heaven." 

Perhaps  the  true  relation  of  the  Sabbath 
school  to  the  church,  is  more  obvious — though 
not  more  real — when  it  is  seen  gathered  in  the 
same  sanctuary.  The  people  gather  in  the 
morning,  and  are  led  in  worship,  and  in  sacred 
song,  and  Scripture  meditation,  by  the  pastor  ; 
with  a  brief  interval,  a  large  portion  of  the 
same  congregation  are  earnestly  engaged  with 
their  teachers,  in  studying  "  the  great  truths 
of  the  Bible,"  and  in  prayer  and  praise  ;  then, 
after  another  short  recess,  the  assembly  again 
appears  before  God,  lifting  up  the  heart  and 
voice  in  supplications  and  praises,  and  inquiring 
of  the  Sacred  Oracles.  It  is  a  common  pursuit 
of  a  common  end.  The  church  provides  for 
and  watches  over  the  school ;  and  the  school  is 
auxiliary  to  the  church.;  is  in  nurture  for  the 
church.  They  are  identified  in  interest,  and 
the  school  is  eventually  to  become  the  church. 
And  the  church  discharges  its  duty  to  the 
school  only  when  it  cherishes  and  supports  it 
with  its  whole  heart. 

And  very  grateful  is  the  sight  of  this  garden 
of  the  Lord  ;  very  precious  are  the  offerings,  of 
the  "  first  fruits  "  laid  on  His  altar  ;  very  cheer- 


80  HISTORY   SABBATH   SCHOOL. 

ing  are  the  hopes  which  God's  promises  insure. 
"  They  that  seek  me  early  shall  find  me." 
"  Blessed  are  they  that  sow  beside  all  waters." 

And  very  striking  is  it,  and  emblematic  of 
our  common  sinfulness,  to  see  the  infant  of 
days  and  the  hoary  head,  bowing  together  at 
the  same  mercy-seat!  Very  beautiful,  and 
emblematic  of  the  full  provisions  of  the  atone- 
ment and  mediation  of  the  Son  of  God,  and  the 
blessings  in  store  for  the  believing  soul,  is  it, 
when  the  child  and  the  parent  and  the  grand- 
parent— he  that  is  born  in  the  house,  and  the 
stranger — meet  On  a  common  level, — hearing 
the  words  of  the  great  Teacher  ;  looking  to  the 
same  precious  blood  for  redemption  ;  owning 
the  same  gracious  covenant ;  and,  "  if  children, 
then  heirs:  heirs  of  God,  and  joint-heirs  with 
Christ." 

And  from  this  review  of  fifty-two  years,  what 
is  the  practical  lesson  taught  ?  How  is  the 
Sabbath  school  to  be  made  most  effective  for 
its  true  ends  ?  By  Christian  love,  and  Christian 
fidelity.  Various  methods  have  been  devised 
to  awaken  interest,  and  promote  efficient  and 
harmonious  work  in  the  school ;  but  the  true 
secret  may  be  summed  up  in  a  single  expres- 
sion,— deep-toned  piety  in  the  officers  and  teach- 
ers. They  will  gain  the  eye  and  the  ear,  and 


SECRET   OF   SUCCESS.  81 

the  heart  of  their  pupils,  when  they  come  to 
the  school  with  their  own  hearts  glowing  with 
the  love  of  God,  and  alive  to  the  worth  of  the 
soul. 


82  IX    MEMORIAM. 


The  sketches  which  follow,  of  four  of  the 
founders  of  the  Sabbath  school,  can  scarcely 
claim  the  title  of  memoirs  ;  they  are  rather 
tributes  of  affectionate  remembrance  to  former 
teachers  by  surviving  pupils, — most  of  the  mate- 
rials being  gathered  from  the  memories  of  those 
who  were  members  of  the  school  during  the 
first  six  years  of  its  existence. 

The  purpose  in  publishing  these  tributes,  is, 
to  show  that  Christian  principle,  arid  faithful 
Christian  labor,  even  in  a  narrow  and  humble 
sphere,  result  in  great  good,  and  bring  much 
honor  to  Christ. 

ABNER  STONE. 

Mr.  Stone  may  properly  be  called  one  of  the 
originators  of  the  Sabbath  school, — though  the 
plan  was  suggested  by,  and  the  first  class  was 
gathered  by  ladies.  He  gave  his  sanction  and 
support  to  the  movement,  and  took  part  in 
instructing  a  class  of  boys  from  the  outset. 

He  belonged  to  a  family  bearing  an  hon- 
ored name  in  Framingham.  He  was  carefully 
trained  in  childhood  by  an  excellent  mother, 


ABNER   STONE.  83 

who  lived  to  see  the  precious  fruit  of  her  coun- 
sel and  influence. 

He  was  educated  at  the  Framingham  Acad- 
emy ;  going  through  a  thorough  course  of 
English  studies,  and  making  considerable  prog- 
ress in  the  Latin  language,  with  a  view  of 
pursuing  a  collegiate  education,  which  plan  he 
subsequently  abandoned.  It  was  this  academic 
course  which  fitted  him  for  the  prominent  posi- 
tion he  held  as  a  teacher  in  the  Sabbath  school. 
The  habits  he  had  acquired,  of  careful  thought, 
and  close  investigation,  and  logical  reasoning, 
prepared  him  for  a  profitable  study  of  the  Scrip- 
tures, and  gave  him  aptness  in  proposing  ques- 
tions, and  solving  difficulties. 

He  had  to  struggle,  through  life,  with  a  con- 
stitutional bashfulness,  which  kept  him  silent 
in  public,  before  a  large  audience  ;  but  before 
his  class,  as  in  all  more  private  consultations, 
he  was  collected,  and  could  give  fit  expression 
to  acceptable  thoughts  ;  and  his  efficiency  and 
promptness  in  acting,  where  deeds  could  speak 
as  well  as  words,  compensated,  in  a  great 
degree,  for  his  constrained  silence. 

Mr.  Stone  was  hopefully  converted  in  the 
revival  of  1814-15.  At  this  time  he  had 
reached  mature  life, — being  thirty-seven  years 
old,  which  will  account  in  part  for  the  fact  that 


84  ABNER  STONE. 

he  could  not  overcome  the  early  habit  of  shrink- 
ing from  public  speaking,  even  in  religious 
meetings, — though  his  growth  in  the  Christian 
graces  was  rapid  and  marked. 

He  entered  into  the  work  of  the  Christian 
life  with  his  whole  heart,  as  his  only  way  of 
"  redeeming  the  time."  Clear  in  his  views  of 
Scripture  doctrines  ;  deeply  conscientious  ; 
calm  in  judgment  and  broad  in  his  observa- 
tions, his  counsels  were  entitled  to,  and  always 
received  great  weight.  And  his  firmness  of 
purpose,  when  the  path  of  duty  was  made 
plain,  made  him  a  pillar  in  the  church.  So 
reliable  and  earnest  was  he  as  a  church  mem- 
ber, and  so  judicious  and  active  a  supporter  of 
the  Sabbath  school,  as  of  every  good  work,  that 
when  the  new  church  was  formed  at  Saxon- 
ville,  with  which  movement  he  was  from  loca- 
tion identified,  the  pastor  of  the  mother  church 
remarked,  on  his  leaving,  that  "  his  right  arm 
was  cut  off." 

He  possessed  a  symmetrical  and  well-balanced 
character.  No  one  trait  was  prominent ;  and 
there  was  no  essential  trait  lacking,  to  cause  an 
observable  deficiency.  If  anything  impressed 
a  close  observer  more  than  another,  in  his  char- 
acter, it  was  his  guileless  transparency.  You 
could  see  through  him  ;  you  felt,  when  in  his 


ABNER    STONE.  85 

presence,  that  there  was  no  dissembling,  and  no 
concealment.  The  thorough  subjugation  of  his 
mental  and  moral  powers  to  the  law  of  Christ, 
after  his  conversion  ;  the  singular  truthfulness 
of  his  nature,  which  showed  itself  in  all  his  life  ; 
the  subdued  yet  earnest  and  devout  spirit  which 
was  a  part  of  his  daily  walk  and  ways,  were 
always  apparent, — not  because  he  sought  to 
exhibit  them,  but  because  they  were  his  moral 
life  ;  because  they  constituted  himself. 

And  these  powers  and  graces  were  set  apart 
to  Christ  and  his  church.  This  was  the  one 
aim  of  his  public  Christian  course.  And  this 
singleness  of  purpose,  coupled  with  a  devout 
spirit,  and  truthful  nature,  gave  an  even  tenor 
to  his  life,  and  consecrated  that  life  to  "  what- 
soever things  are  true,  whatsoever  things  are 
honest,  whatsoever  things  arc  just,  whatsoever 
things  are  pure,  whatsoever  things  are  lovely, 
whatsoever  things  are  of  good  report."  If 
he  did  not  give  expression  to  the  ecstasies  of 
Christian  enjoyment,  and  the  more  demonstra- 
tive experiences,  he  could  speak  of  the  love  of 
Christ,  and  a  well-grounded  hope  of  pardon. 
If  he  never  rose  high  in  influence  with  his  fel- 
low men,  he  was  never  without  influence  ;  and 
this  influence  was  beneficent,  was  conservative, 
was  attractive, — was  of  a  kind  to  win  men  to 


86  ABNER   STONE. 

the  pleasant  paths  of  wisdom  and  piety.  For 
piety  in  him,  was  a  genial,  inspiring  power  ; 
pervading  words  and  deeds  ;  giving  color  to 
opinions  and  plans  ;  moulding  social  as  well  as 
religious  character.  It  led  him  to  sympathize 
with  the  sick  and  sorrowing,  and  to  devote  what 
time  and  skill  he  had  to  their  relief,  cheerfully, 
in  season  and  out  of  season.  Many  a  tear  of 
gratitude,  taking  the  place  of  tears  of  sorrow 
and  suffering,  has  been  his  tribute  and  reward. 
His  reverence  for  the  Sabbath,  and  love  of 
the  sanctuary  were  marked  traits  of  Mr.  Stone's 
character.  Till  the  age  of  fifty-five,  he  resided 
three  miles  from  the  church,  but  his  place  in  the 
house  of  God  on  the  Sabbath  was  rarely  vacant ; 
and  none  engaged  in  worship,  and  received  the 
word  of  life  more  eagerly  and  gratefully  than 
he.  When  the  church  near  his  home  at  Saxon- 
ville  was  formed  in  1833,  none  prized  the  privi- 
lege of  ready  access  to  Christian  ordinances 
more  than  he  ;  and  none  more  faithfully 
attended  on  all  religious  services.  One  who 
was  his  pastor,  says  :  "  My  intercourse  with 
Mr.  Stone  for  the  ten  years  of  my  ministry 
there,  was  one  of  unbroken  confidence  and 
felicity.  His  general  simplicity,  and  I  may  say 
transparency  of  character,  were  always  a  mat- 
ter of  intense  study  with  me  ;  and  to  this  day, 


ABNER   STONE.  87 

are  my  highest  idea  of  a  gospel,  Scripture 
righteousness. 

"  In  every  question  of  obvious  duty,  we 
always  knew  where  to  find  Mr.  Stone. 

"  So  settled  and  principled  were  his  ideas  of 
sanctuary  ordinances  ;  so  constant  his  appear- 
ance in  the  house  of  God,  that  we  did  not  need 
to  ask  if  something  serious  was  the  matter, 
when  his  seat  was  left  vacant.  Indeed  I  have 
always  felt,  and  often  quoted  his  case  as  one  of 
God's  genuine  household ;  not  from  any  special 
measure  of  gift,  but  from  fulfilling1  in  the  best 
sense  the  measure  thai  was  given  him ;  fulfilling 
the  stewardship  of  God's  trust  in  the  best  intents 
of  probation." 

In  personal  appearance,  Mr.  Stone  was  tall, 
and  slightly  stooping,  as  of  a  man  not  in  high 
health.  His  features  were  regular,  and  his 
countenance  wore  the  expression  of  benignity 
and  gentle  thoughts.  Those  who  were  his 
pupils  in  the  Sabbath  school  remember  with 
grateful  interest,  his  pleasant  voice,  and  the 
quiet  way  in  which  he  proposed  questions  and 
gave  instructions.  Though  not  awed  by  his 
presence,  they  were  attracted  by  his  manner. 
There  was  an  evident  sincerity,  and  simple  ear- 
nestness, which  touched  the  heart ;  and  the 
clearness  of  his  statements  of  truth  carried  con- 


88  ABNER  STONE. 

viction  to  the  understanding.  Thus  his  influ- 
ence over  his  class  was  constraining  rather  than 
impulsive  ;  and  the  effect  of  his  teaching  was 
permanent.  He  is  cherished  by  them  with 
warm  regard. 

By  his  fellow  teachers  he  was  held  in  high 
esteem.  Though  not  apt  to  obtrude  his  opin- 
ions, lie  always  had  an  opinion,  and  was  ready 
to  give  it,  when  the  case  required  ;  and  it  was 
uniformly  found  worthy  of  respect.  He  looked 
at  questions  of  duty  and  plans  of  action,  from 
a  practical  standpoint  ;  and  his  mind  was 
remarkably  free  from  bias  or  prejudice.  The 
law  of  love  was  in  his  heart ;  and  he  seemed 
never  to  lose  sight  of  the  fact  that  he  was  one 
of  Christ's  disciples.  And  when  plans  of  action 
were  to  be  carried  out,  and  wise  counsels  to  be 
transformed  into  deeds,  none  was  found  more 
efficient  than  he.  Quietly,  but  directly,  and, 
promptly,  he  did  his  part.  And  when  the  duty 
was  well  discharged,  and  good  results  achieved, 
he  was  not  careful  to  claim  any  of  the  honor. 

He  was  Superintendent  of  the  Sabbath  school 
for  two  or  three  years,  though  he  took  the  place 
with  some  reluctance  ;  and  discharged  its 
duties,  as  he  did  all  duties,  with  singleness  of 
purpose,  as  unto  Christ. 

He  lived   to  see   the   church   and   Sabbath 


ABAGAIL   BENT.  89 

school  send  out  two  considerable  colonies,  which 
grew  into  important  centres  of  influence.  And 
at  his  death,  the  mother  church  and  the  school 
were  both  stronger,  and  had  larger  numbers 
enrolled,  than  before  sending  forth  the  colonies. 
"  There  is  that  scattereth,  and  yet  increaseth." 
He  died  February,  1859,  at  the  ripe  age  of 
eighty-one.  The  sweet  savor  of  a  gentle, 
devout,  godly  life  attaches  to  his  memory. 


ABAGAIL  BENT. 

Of  the  three  young  ladies — Abagail  Bent, 
Martha  Trowbridge  and  Mary  Brown — who 
unitedly  started  the  Sabbath  school,  it  may  be 
difficult  to  decide  which  performed  the  more 
important  part  of  the  work.  But  to  Miss  Bent 
belongs  the  honor  of  taking  the  lead  in  suggest- 
ing, and  carrying  into  operation  the  devised 
plan.  Indeed  she  was  by  nature  fitted  to  be  a 
leader  in  new  enterprises.  Of  quick  discern- 
ment, and  active  temperament ;  with  her  acqui- 
sitions always  at  command,  and  self-reliant; 
she  was  ready  to  act,  when  others  had  only  pos- 
sessed themselves  of  the  means  for  forming  a 
wise  judgment.  And  as  the  goodness  of  her 
motive  was  unquestioned,  and  her  plans  feasible, 


90  ABAGAIL   BENT. 

it  was  common  for  them  to  be  substantially 
adopted. 

She  had  seen  the  working  of  a  Sabbath  school 
in  Bath,  N.  EL,  while  engaged  in  teaching  a 
public  school  in  that  village,  in  previous  years. 
She  may  have  assisted  in  this  school,  as  the 
Rev.  Mr.  Sutherland,  its  founder,  was  a  valued 
friend  of  her  family.  She  at  least  had  a  knowl- 
edge of  his  method  of  conducting  his  class  ; 
which  could  not  fail  to  be  of  service  in  the 
opening  of  our  Sabbath  school. 

Miss  Bent  was  left  a  half-orphan,  by  the  death 
of  her  mother,  when  eight  years  old.  She  had 
good  advantages  for  education,  at  the  Framing- 
ham  Academy,  and  at  Mrs.  Rowson's  school  in 
Newton.  After  completing  her  studies,  she 
taught  school  during  the  summer  months,  for 
several  years.  She  made  a  profession  of  religion 
in  1805,  when  twenty-three  years  old.  Her 
thoughts  were  specially  directed  to  her  spiritual 
interests,  by  a  sermon  preached  by  Rev.  John 
Brewer,  in  Dr.  Kellogg's  pulpit.  "  She  went 
home  from  meeting  under  deep  conviction  of 
sin, — feeling  that  she  was  lost, — but  unable  to 
find  a  .Saviour.  She  tried  to  pray  ;  but  the 
door  of  mercy  seemed  to  be  shut."  Her  dis- 
tress and  darkness  lasted  for  a  considerable 
time,  when  she  was  enabled  to  cast  herself 


ABAGAIL   BENT.  91 

unconditionally  on  the  mercy  of  God  in  Jesus 
Christ.  Then  light  and  peace  came  and  filled 
her  soul,  as  it  had  been  full  of  anguish  and 
forebodings. 

This  true  and  deep  conviction  of  sin,  which 
she  experienced,  and  which  preceded  her  Chris- 
tian hope,  had  an  important  influence  on  her 
subsequent  Christian  life.  Probably  it  is  the 
common  experience  of  Christ's  disciples,  that 
the  deeper  their  sense  of  the  guilt  of  sin,  the 
truer  their  joy  at  deliverance  from  its  curse  ; 
the  more  they  realize  their  helpless  and  undone 
condition  by  nature,  the  more  they  appreciate 
the  recovering  grace  of  God  ;  the  clearer  they 
discover  the  plague  of  their  own  hearts,  the 
more  attractive  appears  that  holiness  without 
which  none  shall  see  the  Lord.  In  other  words, 
there  is  a  correspondence  between  the  felt  reali- 
ties of  a  sinful  and  a  regenerate  state  of  the 
soul ;  and  the  pardoned  sinner  will  prize  and 
magnify  his  Saviour,  just  in  proportion  as  he 
has  felt  his  need  of  him. 

Miss  Bent  found  that  she  had  much  to  strug- 
gle against,  in  keeping  her  covenant  vows. 
She  was  naturally  wild  and  impulsive ;  and  it 
was  not  easy  to  maintain  the  meekness  and 
gentleness  of  Christ ;  it  was  not  easy  to  lay 
aside  old  habits  of  feeling  and  thought  and  will, 


92  ABAGAIL  BENT. 

and  be  clothed  with  humility.  Yet  she  was 
fully  sensible  of  her  peculiar  tendencies  and 
trials.  "  Sister  Nancy,"  she  would  often  say, 
"  can  be  a  Christian  with  half  the  effort  I  can  !  " 
Yet  she  never  excused  herself  for  wrong  doing 
on  the  ground  of  natural  disposition,  and  early 
habits.  She  took  blame  to  herself  for  whatever 
in  her  heart  or  life,  was  contrary  to  the  divine 
requirements,  and  the  spirit  of  her  profession. 

As  a  woman  and  a  Christian,  she  had  marked 
individuality  of  character ;  and  was  always  her- 
self. Perhaps  the  trait  which  first  impressed 
an  observer,  was  her  independence  of  character. 
Her  thoughts  were  her  own,  and  her  mode  of 
stating  them  was  her  own.  She  looked  upon 
life  from  her  own  point  of  vision  ;  and  adopted 
purposes  and  formed  plans  accordingly.  Her 
views  of  duty  were  in  accordance  with  her 
views  of  life.  Ever  faithful  to  her  own  settled 
beliefs,  she  carried  them  into  practice  in  her 
own  way.  And  this  independence  of  thought 
and  opinion,  rendered  her  sometimes  liable  to  be 
misunderstood  ;  perhaps  sometimes  appeared, 
when  seen  in  single  acts,  like  confident  forward- 
ness. But  actions  are  to  be  judged  by  their 
motives  and  circumstances,  rather  than  by  com- 
parison ;  and  each  'man  is  entitled  to  his  indi- 
viduality. In  Miss  Bent's  case,  there  are  two 


ABAGAIL   BENT.  93 

facts  which  are  important  as  throwing  light  on 
this  matter,  and  that  enable  us  to  draw  a  right 
conclusion.  1.  She  had  a  sound  physical  con- 
stitution, and  uniform  good  health,  which  gave 
her  moral  life  a  higher  tone  and  elasticity  ; 
and  2.  by  the  loss  of  her  mother  in  childhood, 
she  was  thrown  on  her  own  resources,  and 
forced  to  rely  much  on  herself.  Thus  robust 
in  health,  she  did  not  feel  the  need  of  help,  as 
the  inv.alid  child  does,  and  could  stand  the 
brunt  in  childhood's  battles  ;  and  at  the  facile 
period  when  thoughts  and  feelings  and  tastes 
take  form,  she  had  not  the  softening,  restrain- 
ing influence  of  a  mother's  love  and  authority. 
And  being  the  eldest  of  the  family,  she  was 
looked  up  to,  and  constantly  bore  some  weight 
of  authority.  That  these  circumstances  should 
give  a  lasting  bias  to  character,  is  not  sur- 
prising. 

Another  noticeable  feature  in  Miss  Bent's 
character  was  inherent  strength, — the  strength 
which  comes  of  well  defined  opinions,  and  a 
firm  purpose.  Deep  feeling  and  prompt  action 
are  inseparable.  Thorough  knowledge  of  one's 
self  and  of  God,  and  unfaltering  trust  in  God, 
are  essential  to  Christian  stability.  Or  to  state 
it  more  definitely,  the  strength  of  the  Christian 
character  depends  primarily  on  deep  conviction 


94  ABAGAIL  BENT. 

of  sin,  and  unfaltering  faith  in  Christ.  Man's 
moral  strength  lies  in  a  knowledge  of  his  weak- 
ness and  a  knowledge  of  his  strength.  And  as 
his  weakness  is  sin,  so  his  strength  is  Christ. 
Hence  Paul's  paradox, — "  When  I  am  weak, 
then  am  I  strong."  And  the  weakness  of  sin 
lies  in  its  guilt,  which  is  seen  and  felt  only 
through  the  enlightening  and  quickening  of 
conscience  which  is  wrought  hy  the  Spirit  of 
God.  He  only  who  comprehends  the  nature 
of  this  guilt,  realizes  his  desert  of  the  penalty  ; 
and  he  only  discerns  the  full  meaning  of  the 
cross  of  Christ,  by  whom  he  has  redemption. 
The  man's  views  of  Christ  then  depend  on  his 
views  of  sin  ;  and  faith  is  vital  only  when  con- 
viction is  deep.  Miss  Bent's  experiences,  while 
groping  her  way  in  darkness  to  the  mercy-seat, 
will  account  for  the  stability  of  her  Christian 
faith. 

She  had  great  force  of  character.  She  had 
the  nerve  to  look  calmly  at  difficulties, — to 
study  their  nature,  and  to  weigh  their  exact 
power, — and  then  to  turn  them  aside,  or  over- 
come them.  Her  fearless  energy  made  moun- 
tains appear  no  larger  than  mole-hills  ;  and 
what  was  discouraging  to  others,  was  only  an 
exhilarating  incitement  to  her.  If  an  end  was 
good  and  desirable,  there  was  always,  with  her, 


ABAGAIL   BENT.  95 

a  way  to  secure  it.  And  she  could  inspire  in 
others  what  she  felt  in  herself.  In  1806,  a  dear 
friend  of  hers  was  left  a  widow  in  youth,  and 
was  sick,  a  thousand  miles  away,  in  what  was 
then  the  Western  wilderness ;  but  she  persuaded 
a  brother  of  this  friend  to  undertake  a  journey 
thither,  to  bring  the  homesick  consumptive 
back  to  the  parental  roof. — No  sooner  was  a 
class  of  girls  gathered  for  the  beginning  of  a 
Sabbath  school,  than  she  set  to  work  to  gather 
a  class  of  boys.  Indeed  she  could  hardly  wait 
to  finish  any  plan  ;  others  could  do  that ;  and 
she  must  take  hold  of  something  new.  And 
perhaps  for  this  reason,  she  had  more  to  do  with 
the  Sabbath  school  in  its  earlier  years,  and  less 
after  it  had  gone  into  successful  operation. 
And  perhaps,  with  her  sanguine  temperament, 
she  was  over-urgent  for  results.  "  The  hus- 
bandman waiteth  for  the  precious  fruit  of  the 
earth,  and  hath  long  patience  for  it,  until  he 
receive  the  early  and  latter  rain."  She  wanted 
immediate  results  ;  to  reap  the  harvest,  when 
the  seed  was  sown.  But  this  made  her  an  effi- 
cient member  of  society,  and  of  the  church. 
There  is  always  need  of,  and  a  place  for  such  ; 
as  there  are  always  backward  and  doubting 
ones  enough  to  clog  the  wheels,  and  prevent 
precipitancy. 


96  ABIGAIL   BENT. 

Her  efficiency  as  a  teacher  in  the  Sabbath 
school  has  been  indicated  by  the  preceding 
analysis  of  her  leading  characteristics.  Thor- 
ough in  her  preparation  of  the  lesson  ;  deeply 
imbued  herself  with  the  spirit  of  the  truths 
taught ;  she  awakened  and  concentrated  the 
interest  of  her  class.  She  was  a  thorough 
teacher  ;  and,  while  under  her  instruction,  her 
class  were  thorough  scholars.  Few  have  the 
faculty  of  gaining  and  holding  the  entire  atten- 
tion, and  arresting  the  spirit  of  childhood  at  will, 
and  creating  more  vivid  impressions  and  fixing 
those  impressions  permanently,  than  Miss  Bent. 
Not  only  the  sentiments  expressed,  but  the 
exact  words  used  in  her  suggestions  and  instruc- 
tions, are  securely  lodged  in  the  memory  of  her 
scholars  ;  and  now,  after  fifty  years,  are  recalled 
and  repeated  with  pleasure.  They  are  worth 
remembering,  because  of  their  intrinsic  value  ; 
and  for  the  sake  of  the  Christian  motive  which 
prompted  them.  Her  method  was  direct ;  her 
aim  single.  She  would  lead  the  children,  in 
their  earliest  years,  to  the  Saviour.  Said  one 
of  her  early  pupils,  on  hearing  of  her  death, 
"  I  have  no  doubt  that  she  has  gone  to  heaven, 
for  she  has  all  her  lifetime  been  trying  to  get 
others  there." 

With   the  stronger   elements,  and   intrepid 


ABAGAIL   BENT.  97 

courage,  she  united  a  sympathy  and  kindness 
for  the  sick  and  afflicted,  which  knew  no  limit. 
Several  instances  occurred,  where  friends  or 
strangers  were  thrown  on  her  care,  away  from 
their  home  ;  and  a  mother  could  not  have 
watched  over  them  more  tenderly,  nor  grieved 
more  sincerely  when  they  died. 

Miss  Bent  had  large  opportunities  for  obser- 
vation of  life  in  some  of  its  phases  ;  and  her 
activity  in  various  religious  and  educational 
enterprises,  brought  her  in  contact  with  people 
of  diverse  and  leading  peculiarities  and  aims. 
And  her  habit  of  estimating  things  by  her  own 
standard,  and  the  decided  convictions  by  which 
she  was  guided,  naturally  led  her  mind  to  draw 
inferences  and  lessons,  which  had  to  her  an 
important  value.  And  in  mature  life  she 
formed  the  plan  of  writing  out  these  incidents 
and  lessons  for  the  benefit  of  the  young.  She 
commenced  a  series  of  publications,  in  the  form 
of  narratives  and  biography,  embodying  indi- 
vidual and  family  history,  interspersed  with 
moral  and  religious  reflections.  She  had  sent 
forth  "The  Happy  Merchant,"  "The  Foster 
Family,"  "  Conrad,"  and  "  Edith,"— published 
by  the  Massachusetts  Sabbath  School  Society ; 
and  left  another  similar  volume  ready  for  the 
press,  and  one  partly  written.  These  books 

7 


98  ABAGAIL   BENT. 

were  well  received  by  the  Sabbath  schools,  for 
whose  libraries  they  were  specially  intended. 
They  are  all  narratives  of  real  life,  varied  from 
the  actual  occurrences  only  by  fictitious  names. 
And  they  have  the  attraction  which  reality 
always  gives  to  depicted  scenes. 

As  an  author,  she  had  skill  in  representing 
quiet  home  life ;  and  in  the  fidelity  to  charac- 
ter with  which  she  gave  conversations,  especially 
on  religious  topics.  Perhaps  she  excelled  in 
describing  the  incidents,  and  grouping  the  indi- 
viduals around  the  evening  fireside,  and  in  the 
sick-room.  Two  thoughts  were  prominent  in 
her  mind,  and  are  in  a  great  variety  of  ways 
introduced  into  her  pages, — the  preciousness  of 
the  Bible,  and  the  importance  of  beginning  the 
life  of  piety  early. 

Miss  Bent  died  September  28,  1841,  aged 
fifty-nine  years,  in  the  midst  of  her  work  and 
usefulness.  She  was  sick  but  twelve  days. 
"  Her  disease  was  violent,  and  excruciating 
beyond  conception  ;  but  her  mind  was  calm 
and  tranquil.  Having  placed  her  hopes  in 
health,  and  indeed  in  youth,  on  the  great  aton- 
ing-Sacrifice,  she  found  in  the  trying  hour  that 
she  was  not  deceived.  Her  confidence  in  the 
mediation  of  Jesus  Christ  was  unusually  strong, 
and  her  death  truly  triumphant.  Often  during 


DEACON   LUTHER   HAVEN.  99 

the  last  hours,  did  she  offer  the  prayer  of  the 
dying  martyr,  '  Lord  Jesus,  receive  my  spirit.' 
Her  last  words  were,  '  Tell  me,  my  soul,  can 
this  be  death  ? '  " 


DEACON  LUTHER  HAVEN. 

• 

Deacon  Haven  was  early  enlisted  in  the  estab- 
lishment of  a  Sabbath  school  in  the  Congrega- 
tional society,  and  was  chosen  its  first  Superin- 
tendent. This  was  due  to  his  energy  and  prac- 
tical wisdom,  and  prominent  position  in  the 
church  and  in  the  community,  as  well  as  his 
devoted  piety.  Well  educated,  for  the  times, 
always  self-possessed,  accustomed  to  public 
speaking,  and  well  versed  in  the  truths  of  the 
Bible,  the  selection  was  a  fortunate  one.  He 
gave  an  impress  and  character,  and  efficient 
organization  to  the  school,  which  carried  it 
through  its  first  years,  and  insured  a  steady 
and  strong  growth.  What  would  have  been  an 
experiment  with  some,  was  to  him,  with  his 
clear  forecast,  and  firm  will,  and  fertility  of 
resources,  an  assured  certainty ;  and  with  his 
reverence  for  the  Holy  Scriptures,  and  thor- 
ough conscientiousness,  and  religious  principle, 
the  results  of  his  efforts  would  redound  to  the 
glory  of  God. 


100  DEACON  LUTHEE  HAVEN. 

Deacon  Haven  sprung  from  a  Framingham 
ancestry,  though  he  was  born  in  Holliston.  He 
was  brought  up  after  the  manner  of  the  Calvin- 
istic  system  of  belief,  and  morals,  in  strict 
integrity,  and  uprightness,  and  the  fear  of  the 
Lord.  His  mental  powers  were  of  a  high 
order ;  his  perceptions  quick  ;  his  convictions 
deep ;  his  spirit  fervent ;  his  powers  of  reason- 
ing acute  ;  his  conclusions  practical  and  safe. 

From  his  youth  up,  he  was  strictly  observant 
of  the  Sabbath,  and  constant  in  attendance  on 
public  worship.  But  he  had  reached  his  forty- 
fourth  year,  before  he  entertained  the  Chris- 
tian's hope.  In  1814,  during  the  revival  which 
had  been  for  some  months  in  progress,  while 
listening  to  a  sermon  from  the  text,  "  Why 
stand  ye  here  all  the  day  idle  ?  "  the  thought 
came  with  intense  force  to  his  mind,  that  his 
own  day  of  life  was  fast  spending,  and  he  was 
"  idle  "  in  God's  work  ;  worse  than  idle  in  the 
matter  of  his  soul's  salvation  ;  laying  up  wrath 
instead  of  mercy.  He  felt  that  this  call  was  to 
him ;  and  he  lost  no  time  in  speculations,  and 
trial  of  the  expedients  which  the  natural  heart 
suggests,  but  commenced  to  seek  God  at  once, 
and  in  earnest.  If  the  day  was  far  spent,  and 
the  night  at  hand,  so  much  the  more  was  there 
need  of  urgency  and  diligence.  After  a  season 


DEACON  LUTHER   HAVEN.  101 

of  anxiety,  and  searching  of  heart,  the  blessed 
Spirit  of  grace  and  consolation  was  revealed  to 
him,  and  he  found  peace  in  believing.  He  felt 
the  need,  and  saw  clearly  the  grounds  of  justi- 
fication by  faith  ;  and  built  his  hope  of  pardon 
and  full  redemption  on  this  sure  foundation. 
"  Unto  them  that  believe,  he  is  precious." 

"With  his  characteristic  determination  and 
force  of  character,  he  set  about  the  work  of 
the  new  life  on  which  he  had  entered.  The 
doctrines  of  grace  were  to  him  incentives  to 
work  out  his  own  salvation  with  fear  and  trem- 
bling. God  working  in  him  to  will  and  to  do, 
was  sufficient  reason  why  he  should  will  and 
do  ;  why  he  should  be  wholly  subservient  to 
the  divine  will ;  why  his  life  should  testify  of 
the  grace  of  God.  His  promptness  and  faith- 
fulness, and  earnest  words  of  exhortation,  at 
the  meetings  for  prayer  and  conference,  were 
especially  prized  by  his  pastor,  Dr.  Kellogg, 
and  are  remembered  with  special  interest  by 
those  who  were  present ;  remembered  because 
of  their  peculiar  force  and  appropriateness  ;  and 
because  it  had  not  been  customary  for  laymen 
to  take  an  active  part  in  such  meetings.  In 
some  churches,  at  this  period,  it  was  considered 
out  of  place  for  any  but  the  pastor  to  make  an 
exhortation,  or  attempt  to  explain  the  Scrip- 


102  DEACON   LUTHER   HAVEN. 

tures.  Indeed  in  many  churches,  at  this  period, 
conference  and  prayer  meetings  were  wholly 
discarded. 

At  the  time  of  his  conversion,  so  late  in  life, 
many  habits  of  mind,  and  tastes,  had  become 
fixed  ;  had  become  a  second  nature  to  him. 
His  style  of  thought,  and  ways  of  expressing 
thought,  could  hardly  be  changed.  His  knowl- 
edge of  the  world,  and  quick  perception  of 
character,  and  skill  in  comparing  and  weighing 
ostensible  motives  and  purposes,  had  given  a 
peculiar  pith  and  point  to  his  methods  of 
expressing  himself,  and  his  criticisms  of  men 
and  manners.  He  had  also  naturally  a  keen 
appreciation  of  the  ludicrous  in  human  conduct 
and  thought,  and  was  remarkably  quick  and 
felicitous  at  repartee.  His  generous  heart 
prompted  a  sparing  use  of  these  powers,  but 
he  sometimes  wounded  deeply  by  liis  incisive 
thrusts.  He  abhorred  all  pretense  and  dissem- 
bling, and 'loved  truth  and  sincerity  ;  paid  hom- 
age to  pure  motives  and  sterling  integrity. 

That  after  forty  years,  customary  views  and 
methods,  and  leading  traits  and  habits  should 
retain  their  vitality,  and  turn  the  thoughts  and 
feelings  in  the  old  channels,  is  not  strange. 
And  that  they  should  sometimes  cast  reproach 
on  "  the  new  man  which  after  God  is  created 


DEACON  LUTHER  HAVEN.        103 

in  righteousness  and  true  holiness,"  is  accord- 
ant with  human  experience.  He  did  not  feel 
called  upon  to  repress  all  these  habitual 
impulses,  and  cut  his  style  of  expression  to 
anybody's  pattern  ;  he  believed  that  their 
indulgence  within  proper  limits,  is  innocent, 
and  conducive  to  one's  own  and  others'  hap- 
piness ;  but  he  felt  the  need  of  watchfulness, 
and  often  had  to  regret  a  stinging  answer  which 
unconsciously  escaped  him.  And  he  always 
had  more  edge  than  polish  ;  more  of  the  out- 
spoken bluntness,  and  less  of  the  gentleness  of 
Christ. 

But  his  godly  sincerity  none  doubted.  And 
where  grave  and  serious  concerns  were  at  issue, 
he  saw  nothing  but  the  weighty  reality  ;  where 
wise  counsels  were  necessary,  he  could  concen- 
trate all  his  powers  ;  where  words  were  deeds, 
his  words  were  well  chosen.  In  anxious  delib- 
erations for  the  well-being  of  the  church,  and 
in  carrying  out  measures  for  the  extension  of 
pure  and  undefiled  religion,  his  heart  and  mind 
were  enlisted,  and  he  was  governed  by  the  spirit 
of  his  divine  Master.  Moral  obligation  to  God 
was  a  first  motive  in  his  plans,  and  directed  his 
moral  acts.  If  duty  to  God  was  plain,  no  other 
questions  required  his  thoughts.  He  ever  had 
a  deep  sense  of  God's  goodness  and  long-suffer- 


104        DEACON  LUTHER  HA YEN. 

ing,  in  sparing  him,  and  waiting  on  him  to  be 
gracious,  while  he  was  serving  sin.  And  his 
sense  of  the  condescension  of  the  Son  of  God  in 
giving  his  life  a  ransom,  was  sometimes  almost 
overpowering.  His  voice  would  become  trem- 
ulous from  emotion,  as  he  gave  utterance  in 
prayer  and  exhortation,  to  his  experiences  of 
loving-kindness,  and  his  views  of  the  merciful 
dispensation,  which  received  its  finished  efficacy 
at  the  cross  on  Calvary. 

When  in  1816,  the  plan  of  opening  a  Sab- 
bath school  was  suggested,  Deacon  Haven  was 
found  ready  for  the  work.  As  the  method  and 
its  details  were  yet  to  be  settled,  there  was  need 
of  forecast  and  constructive  ability,  as  well  as 
zeal  and  hopefulness.  He  had  habits  of  careful 
observation,  and  a  reflective  mind,  and  the 
calmness  to  look  on  all  sides  of  a  new  subject, 
before  adopting  a  conclusion.  He  had  the  good 
common  sense  that  can  see  what  is  to  be  done, 
and  how  best  to  do  it.  And  what  was  pecu- 
liarly necessary,  he  had  the  insight  into  char- 
acter which  enabled  him  to  judge  what  parf 
each  .person  associated  with  him  could  be  relied 
on  to  do  ;  to  judge  if  the  zeal  of  one  would  hold 
out,  and  the  doubts  of  another  would  be  con- 
vinced, and  how  the  various  opinions  could  be 
harmonized.  Without  apparent  effort,  he  would 


DEACON  LUTHER  HAVEN.        105 

contrive  to  make  the  most  of  individuals  ;  to 
give  them  the  place  they  could  fill  with  best 
acceptance  and  advantage.  And  having  broad 
and  generous  aims,  and  a  heart  consecrated  to 
the  cause,  his  plans  and  management  as  Super- 
intendent, at  this  critical  period,  proved  emi- 
nently wise.  Literally,  he  laid  "  the  founda- 
tions of  many  generations."  • 

Perhaps  the  traits  by  which  Deacon  Haven 
was  most  distinguished,  were,  the  clearness  and 
precision  of  his  views,  and  his  unswerving 
obedience  to  duty.  His  standard  of  Christian 
character  was  well-defined,  and  elevated  ;  and 
he  tried  himself  and  others  by  it ;.  and  con- 
demned, as  heartily  in  himself  as  in  others, 
neglects  and  deficiencies.  The  doctrines  of  the 
gospel,  as  they  presented  themselves  to  his 
mind  for  belief,  took  a  definite  form,  and 
arranged  themselves  in  a  harmonious  system. 
He  was  accustomed  to  study  the  Bible  for  him- 
self, and  knew  its  ewn  grounds  of  truth,  and 
could  give  a  reason  of  the  hope  that  was  in  him. 
Through  all  his  Christian  life,  he  "  held  fast 
the  form  of  sound  words,  in  faith  and  love 
which  is  in  Christ  Jesus." 

And  in  action,  convictions  of  right  and  duty 
impelled  and  guided,  and  not  the  impulse  of 
mere  feeling.  This  gave  him  his  peculiar 


103  DEACON  LUTHER   HAVEN. 

power  ;  gave  him  the  elements  of  a  positive 
rather  than  a  negative  life  ;  gave  him  the  force 
of  character,  which  makes  its  own  way,  and 
leaves  its  own  impression  on  society. 

And  the  fact  that  he  had  decided  and  well 
defined  views,  and  yielded  implicit  obedience 
to  the  right,  to  the  dictates  of  his  own  con- 
science, sometimes  brought  him  into  antago- 
nism with  others  ;  with  friends  as  well  as  foes. 
This  always  lays  a  man  open  to  misconstruction 
and  unjust  criticism.  It  is  so  common  to  study 
the  policy  of  plans  and  actions,  that  the  bold 
pursuit  of  right  is  not  appreciated  ;  indeed,  is 
not  understood.  The  strait  and  narrow  way 
which  Christ  trod,  and  which  leadeth  unto  life 
will  always  have  few  travellers,  and  they  will 
be  "  set  at  nought "  as  their  leader  was,  and 
will  have  little  influence  in  the  great  world  of 
business,  and  distinction,  and  earthly  reward. 

With  more  of  the  impulsive  element  in  his 
character,  and  more  of  pliability,  his  popular- 
ity would  have  been  greater — perhaps  his 
influence  not  more  salutary.  He  whose  life 
attracts  notice,  and  who  makes  an  immediate 
impression  on  society,  is  he  who  has  quick  sen- 
sibility, and  obeys  the  impulse  of  the  moment. 
He  goes  with  a  rush — like  the  mountain  torrent 
from  melting  snows  ;  but  his  power  ceases  with 


DEACON  LUTHER  HAVEN.        107 

his  popularity,  or  his  active  life.  The  man  who 
makes  the  deepest  and  a  lasting  impression  on 
society,  must  have  quick  sensibility,  but  a 
quicker  conscience  ;  must  be  capable  of  being 
deeply  stirred  and  thoroughly  aroused,  but 
through  appeals  to  his  judgment — through  the 
apprehension  of  the  understanding  ;  and  must 
act  with  energy  and  courage,  but  without 
nervous  excitement  and  transient  emotion. 
To  flash  forth  like  the  meteor  or  lightning, 
may  only  produce  disturbance,  perhaps  destruc- 
tion ;  it  is  the  steady  light  of  the  sun  that 
warms  and  invigorates,  and  brings  the  fruits  to 
perfection. 

Deacon  Haven  retained  his  interest  in  the 
Sabbath  school,  and  was  ever  active  in  various 
ways  in  its  support ;  and  after  a  retirement  of 
eleven  years  was  called  a  second  time  to  the 
superin  tendency. 

He  loved  the  church,  and  sought  its  purity 
and  enlargement ;  loved  and  cherished  it  in 
prosperity  and  in  perils  ;  stood  by  its  doctrines 
and  discipline  ;  to  the  last  "  holding  the  Head," 
and  believing  that  "  other  foundation  can  no 
man  lay  than  that  is  laid,  which  is  Jesus 
Christ." 

He  died  July  11,  1851,  at  the  advanced  age 
of  eighty-one.  "  Tho  righteous  shall  be  in 
everlasting  remembrance." 


108  MARY   BROWN. 


MARY  BROWN.     (MRS.  JONAS  COLBURN.) 

Miss  Brown  was  a  native  of  this  town,  and 
was  educated  at  the  Framingham  Academy 
and  at  Mr.  Emerson's  school  in  Byfield. 
Though  her  father  resided  three  miles  from 
the  centre  village,  she  boarded  at  home  while 
attending  school,  and  was  noted  for  her  punctu- 
ality and  thorough  scholarship. 

After  completing  a  course  of  English  studies 
at  the  academy,  she  went  in  1812  to  Canada, 
where  she  spent  four  years  in  teaching.  She 
afterwards  taught  school  in  her  own  district  in 
Framingham,  and  in  neighboring  towns. 

She  was  the  subject  of  special  religious  con- 
victions, and  dated  her  hope  of  a  gracious 
change  in  the  year  1813,  when  22  years  old. 

She  was  married  to  Rev.  Jonas  Colburn  in 
1823,  passing  the  next  twenty  years  of  her  life 
at  Leverett  and  Stoneham,  in  this  State,  and  at 
Wells,  Maine. 

Miss  Brown  was  in  Framingham  in  the 
autumn  of  1816,  and  was  present  at  the  first 
consultation  in  reference  to  opening  a  Sabbath 
school,  in  which  she  felt  a  deep  interest,  and 
readily  undertook  her  share  of  the  labor.  She 
was  constantly  present,  and  took  part  in  teach- 
ing the  first  class  of  girls  gathered,  and  had 


MAEY    BROWN.  109 

charge  of  a  class  till  her  marriage  in  1823, 
except  when  absent  teaching,  or  at  school  in 
Byfield. 

Her  qualifications  for  instruction  were  supe- 
rior, both  of  mind  and  character.  With  good 
culture  and  a  well-stored  memory,  she  had  a 
remarkable  faculty  of  attaching  children  to  her 
and  gaining  their  good  will.  Possessing  a 
genial,  sympathetic  nature,  and  a  kind  of 
intuitive  perception  of  the  most  direct  way  to 
a  child's  heart,  she  could  inspire  courage  in 
the  timid,  and  help  the  hesitating  over  the 
stumbling-blocks  with  so  little  seeming  effort 
that  they  scarcely  knew  they  were  helped,  and 
were  surprised  to  find  themselves  reciting  so 
acceptably.  She  would  succeed  in  establishing 
a  perfect  understanding  and  acquaintance  with 
her  class,  in  a  brief  time,  and  having  won  their 
confidence  would  lead  them  along  at  her  will. 
She  was  equally  at  home  with  the  little  ones  of 
six,  and  the  lads  and  misses  of  sixteen ;  and 
was  equally  successful  in  imparting  instruction, 
and  acquiring  a  moral  ascendency. 

And  this  interest  in  the  young,  and  power  to 
win  their  confidence,  and  to  impress  her  own 
thoughts  upon  their  minds,  continued  through 
life.  One  who  knew  her  first  when  over  fifty 
years  old,  says,  "  My  earliest  recollections  of 


110  MART  BROWN. 

Mrs.  Colburn  are  of  her  sweet  smile  and  win- 
ning ways,  as  when  quite  a  child  I  used  to 
visit  at  her  house.  I  think  I  must  have  been 
about  seven  years  old.  Even  then,  I  remem- 
ber, she  often  spoke  to  me  of  the  love  of  Jesus 
in  such  gentle  tones  as  touched  my  childish 
heart,  and  made  an  ineffaceable  impression." 

She  knew  her  peculiar  gift ;  she  felt  that 
this  was  a  "  talent "  intrusted  to  her,  and 
sought  to  make  it  yield  large  gain  to  her  Lord. 
Hence  this  power  was,  after  her  conversion, 
held  subservient  to,  and  directed  by  love  to  her 
Savior.  She  endeavored  to  take  advantage  of 
the  confidence  bestowed  on  her,  to  lead  the 
children  to  the  truth,  and  to  Him  who  is  the 
Way  and  the  Truth  and  the  Life. 

Seen  then  with  her  natural  endowments  of 
mind  and  heart ;  or  seen  when  to  these  were 
added  the  graces  of  the  Spirit,  "  everybody 
loved  her."  To  children  and  their  parents,  to 
old  and  young  alike,  her  presence  was  an  inspi- 
ration and  a  joy. 

Miss  Brown  had  naturally  a  high  flow  of 
spirits,  and  great  conversational  powers.  She 
had  ready  humor,  a  playful  fancy,  a  keen 
appreciation  of  the  beautiful,  and  a  quick  sym- 
pathy, which,  added  to  enough  of  confidence  in 
herself  to  make  her  master  of  her  thoughts  and 


MAEY   BROWN.  Ill 

words,  rendered  her  a  most  entertaining  talker. 
She  would  catch  the  spirit  of  the  time  and 
place,  and  take  the  lead,  or  bear  her  part  with 
equal  felicity.  She  had  read  much,  and 
remembered  vividly  the  facts  and  incidents, 
and  could  recall  them  when  she  wanted  them 
for  use. 

She  had  peculiar  elasticity  of  mind.  Her 
thoughts  would  bound  off  from  point  to  point, 
like  the  antelope  over  the  rocks  and  hills.  And 
yet  it  was  not  at  random.  She  seemed  to  have 
her  fancy,  and  her  memory,  and  her  reasoning 
powers,  all  in  harness,  and  in  hand,  and  to 
press  them  to  the  race  for  the  very  joy  of  it. 
Her  own  spirit  received  pleasure,  while  she 
imparted  pleasure  to  her  friends. 

This  habit  of  entertaining  her  friends  by  her 
conversational  powers,  in  which  she  indulged 
without  restraint  in  youth,  caused  her  much 
anxiety  in  maturer  life.  She  felt  that  her  use- 
fulness and  happiness  would  be  promoted,  by 
maintaining  her  youthful  vivacity  and  sympa- 
thy. The  love  for  the  beautiful,  and  the  relish 
of  mental  excitement,  when  mind  meets  mind, 
and  heart  comes  in  contact  with  heart,  and  the 
bright  scintillations  of  thought  and  feeling  are 
evolved,  were  inwrought  in  her  nature  so 
deeply,  that  to  fetter  her  emotions  and  limit 


112  MARY  BROWN. 

their  expression  in  words,  was  like  obstructing 
the  life  current.  But  to  decide  how  far  Chris- 
tian principle  should  restrain  and  modify  her 
ruling  passion  ;  to  fix  the  dividing  line  between 
safety  and  danger,  was  not  easy.  It  cost  her 
many  struggles  and  fears.  And  her  closet 
could  probably  testify  to  many  an  hour  of 
regrets  and  tears,  consequent  upon  an  evening 
spent  in  social  enjoyment,  where  she  gave  way 
to  the  old  time  levity. 

That  reserve  and  a  clouded  brow  are  no  part 
of  religion,  is  plain.  That  a  cheerful  spirit, 
and  the  highest  culture  of  the  social  nature,  is 
consistent  with  piety,  is  plain.  That  to  be 
*happy  and  to  make  others  happy,  is  a  part  of 
religion,  is  equally  plain.  That  to  keep  one's 
self  young  in  impulses  and  feelings  and  hopes, 
is  promotive  of  one's  influence  over  the  young, 
is  unquestioned.  That  good  sense,  and  quick 
intelligence,  and  warm  emotions,  and  a  fit 
method  of  expressing  them,  are  parts  of  the 
"  talent"  intrusted  to  the  Christian,  is  unques- 
tionable. But  precisely  where  is  the  line 
between  innocent  mirth,  and  hurtful  levity  ; 
wherein  reverence  for  God  should  restrain  our 
natural  impulses  ;  how  far  the  great  realities 
of  moral  obligation  and  immortality — of  sin 
and  holiness — consist  with  social  amusements, 


MARY   BROWN.  113 

and  the  trivial  obligations  of  this  fleeting  life  ; 
at  what  point  devotion  to  friends  interferes  with 
devotion  to  God  ; — may  well  cause  the  consci- 
entious Christian  anxious  inquiry. 

And  then  the  power  of  example,  and  the  risk 
that  our  example  may  be  an  "  offence  "  to  any  ; 
and  that  it  may  be  misjudged,  and  give  occa- 
sion for  false  inferences  in  regard  to  ourselves, 
and  be  made  a  justification  for  unrestrained 
license  of  frivolity  and  worldly-mindedness  in 
others,  is  a  sufficient  reason  why  we  should 
"  keep  the  door  of  our  lips."  Christians  are 
not  always  aware  how  closely  they  are  watched, 
even  by  those  who  have  no  doubt  of  their  Chris- 
tian character  ;  not  so  much,  perhaps,  from  a 
curiosity  to  see  how  a  Christian  acts,  as  from  a 
conviction  that  a  Christian  has  no  right  to  for- 
get, even  for  a  moment,  his  religious  obliga- 
tions. 

Later  in  life,  Mrs.  Colburn  showed  in  a 
marked  degree,  the  chastening  effect  of  afflic- 
tion, and  the  sadder  realities  of  life.  For  there 
is  a  shady  side,  as  well  as  a  cloud  with  a  silver 
lining,  in  the  experience  of  most  pastors'  wives, 
— of  most  of  Christ's  chosen  ones ;  tests  of  one 
or  another  natural  or  gracious  affection  ;  that 
the  beauty  of  holiness  may  appear  in  His  true 
children.  She  could  readily  make  and  attach 
8 


114  MARY  BROWN. 

to  herself  new  friends  ;  but  her  best  social 
delights  were  in  old  friends, — her  heart  rested 
in  the  confidence  and  communion  of  tried  and 
congenial  love.  One  of  her  peculiar  trials  was 
the  breaking  up  of  friendships  attendant  on 
removals  from  one  parish  to  another.  It  was 
a  strain  on  her  sensitive  nature,  which  colder 
hearts  cannot  understand.  But  sorest  of  all 
was  the  death  of  her  two  dearly  loved  daugh- 
ters, in  their  early  infancy  ;  just  when  the 
wealth  of  a  mother's  tenderness  and  affection 
is  poured  out  most  freely,  and  the  first  artless 
tokens  of  love  returned,  are  revealed  to  a 
mother's  eye. 

But  the  trial  was  a  fire  that  purifies.  There 
was  manifest  a  deeper  spirituality  ;  and  unfail- 
ing faith  in  that  precious  love  of  the  Saviour 
towards  her,  which  was  the  spring  of  her  life, 
supported  her.  And  as  her  nature  recovered 
itself,  a  new  and  unwonted  strength  was  appar- 
ent ;  a  firmer  hold  on  the  divine  promises  ;  a 
clearer  insight  into  the  divine  mercy ;  a  sweet 
and  loving  nearness  to  him  who  took  her  little 
ones ;  a  yearning,  not  to  recall  them,  but  to 
meet  them  in  his  bosom.  The  old  bounding 
elasticity  of  spirits  remained,  as  an  essential 
part  of  herself;  but  chastened,  refined,  conse- 
crated. The  playfulness  of  fancy,  and  thorough 


MAEY    BROWN.  115 

sympathy  with  the  hearty  mirth  of  childhood 
remained  ;  but  it  was  easier  for  her  to  fix  the 
limit  to  her  feelings  and  words. 

There  is  a  mourning,  that  "  will  not  be  com- 
forted,"— that  buries  itself  in  the  grave  with 
the  loved  and  lost ;  a  grief,  which  faints  under 
rebukes, — which  weakens  and  wastes,  and 
brings  a  premature  oldness.  And  there  is  a 
cherishing  the  memory  of  departed  ones,  espe- 
cially of  beloved  children  ;  a  keeping  fresh  the 
feelings  that  centred  in  their  life,  and  awakened 
our  hopes  in  them,  that  keeps  our  hearts  as 
young  as  when  they  died.  Henceforth  they  are 
to  us  just  what  they  were  then  ;  and  we  think 
of  them  and  ourselves  as  living  together  in  the 
charmed  and  changeless  oasis  ;  the  spring-time 
has  no  summer  ;  the  fragrant  morning  has  no- 
hot  noon  ;  the  opening  rose  remains  a  bud. 
And  this  consecration  of  affection, — of  the 
entwined  ties  of  life ;  this  baptism  into  a  new 
experience,  where  our  Heavenly  Father  took 
his  own,  and  left  us  his  blessing, — tracing  with 
his  own  finger  on  the  rainbow  of  promise  which 
spanned  the  dark  cloud,  his  name  and  pledge, 
Jehovah-jireh, — gives  a  tone  and  coloring  to  our 
life  and  character  ;  is — to  the  true  Christian — 
the  sanctification  which  cometh  of  God. 


116  MARY   BROWN. 

From  this  time  forth,  her  interest  in  children 
had  a  new  element,  and  a  new  aim.  The 
thought,  thus  made  a  reality  to  her,  that  they 
may  be  early  called,  inspired  her  to  be  faithful 
in  efforts  to  instruct  them  in  the  Bible,  and  to 
win  them  to  Christ. 

Among  the  influences  which  gave  a  dis- 
tinctive bent,  and  its  completeness  to  the  char- 
acter of  Mrs.  Colburn,  and  developed  her  tastes, 
and  habits  of  thought,  none  was  so  important 
as  the  Bible. 

She  heard  it  read  by  her  father  in  his  family, 
who  was  very  careful  to  enjoin  a  silent  and 
respectful  attention  ;  and  at  the  age  of  five 
years,  she  commenced  reading  it  in  course. 
And  this  custom  she  continued  through  life. 
Probably  not  a  day  passed — except  in  severe 
€  sickness — for  sixty-two  years>  in  which  she  did 
not  read  from  one  to  five  chapters. 

In  early  youth  she  was  attracted  by  its  histo- 
ries and  biographies  ;  and  its  rich  imagery,  and 
sweet  and  sublime  poetry,  found  answering  har- 
monies in  her  keen  sensibility,  and  refined 
mind.  After  she  had  tasted  that  the  Lord  is 
gracious,  and  had  drunk  at  the  living  foun- 
tain, she  read  the  Bible  for  its  own  sake,  and 
its  Author's  sake.  She  loved  the  inspired  and 
inspiring  truths, — the  doctrines,  the  promises, 


MARY   BROWN.  117 

the  plan  of  salvation,  the  immortality  brought 
to  light,  the  revealed  realities  of  this  life  and 
the  life  to  come, — "  more  to  be  desired  than 
gold,  yea,  than  much  fine  gold  ;  sweeter  also 
than  honey  and  the  honeycomb." 

So  truly  did  she  appreciate  the  Holy  Book, 
so  filled  was  her  mind  with  its  truths  and  facts, 
so  fully  in  sympathy  was  her  heart  with  its 
spirit  and  power,  that  she  seemed  unconsciously 
to  think  in  its  language  and  images. 

In  conversation  with  friends  and  strangers, 
on  the  common  incidents  and  plans  of  life,  as 
well  as  on  religious  themes,  a  Scripture  expres- 
sion, as  the  medium  of  her  thought,  came  as 
naturally  as  her  breathing.  Her  letters,  which 
her  friends  were  wont  to  prize  for  their  treas- 
ures of  affection,  and  kind  interest,  and  fitness 
of  thought,  abounded  in  allusions  and  quota- 
tions from  God's  Word. 

Says  one  of  her  most  intimate  friends,  "  The 
Bible  was  her  study  and  delight,  and  nothing 
relieved  weariness  and  alleviated  sorrow  like 
a  perusal  of  its  pages."  So  familiar  was  she 
with  every  part  of  the  sacred  volume,  that 
when  any  one  read  a  chapter,  she  could  prompt, 
or  correct,  or  go  on  if  they  stopped. 

And  she  was  well  versed  in  the  Assembly's 
Shorter  Catechism.  She  had  learned  it  per- 


118  MARY   BROWN. 

fectly  in  childhood,  and  through  life  was  accus- 
tomed to  repeat  it — the  whole  catechism — to 
herself  every  Saturday  evening.  This  exercise 
and  her  usual  chapter  in  the  Bible  would  bring 
her  feelings  in  unison  with  the  holy  rest  of  the 
Sabbath.  This  little  compendium  of  truth 
probably  expressed  very  nearly  her  religious 
creed,  as  a  clear  statement  of  what  the  Scrip- 
tures teach  in  regard  to  man's  nature  and 
relations  to  God,  and  the  plan  of  salvation. 

It  scarcely  need  be  said,  that  a  character 
formed  under  the  united  influence  and  inspira- 
tion of  the  Bible  and  Catechism,  will  possess 
symmetry  and  strength,  will  have  the  elements 
of  a  vigorous  activity,  and  well-adjusted  pro- 
portions. There  will  be  motive  to  arouse  the 
mental  and  moral  faculties ;  there  will  be  ends 
to  gain,  personal  and  social,  high  and  noble ; 
there  are  means  supplied  suited  to  strong  and 
enduring  effort.  With  the  grace  of  Christ  in 
the  soul,  and  the  glory  of  Christ  to  live  for, 
and  following  the  light  of  the  blessed  Word — 
which  shines  in  the  heart  as  well  as  forward  on 
the  path — no  power  will  be  idle  ;  every  power 
will  find  its  best  development ;  every  power 
will  be  in  harmony  with  a  regenerate  life  ;  all 
the  powers  will  work  together  for  good. 


MARY    BROWN.  119 

Her  naturally  quick  perception  and  self-pos- 
session, were  of  great  advantage  in  the  con- 
scientious and  faithful  discharge  of  duty.  Her 
Christian  thought  and  action  had  fitness,  as  well 
as  force  and  beauty.  Having  a  zeal  of  God, 
but  not  according  to  knowledge,  is  a  weakness, 
even  in  the  sincere  Christian ;  and  his  tongue 
often  nullifies  the  power  of  his  godly  life,  which 
by  itself  would  have  a  sweet  savor  of  Christ. 

And  her  superior  endowments  of  mind  fitted 
her  to  exert  an  influence  on  the  educated. 
Perhaps  few  of  her  sex  have  had  more  success 
in  presenting  truth  to,  and  awakening  the 
conscience  of  students  and  men  of  thought. 
She  readily  grasped  principles  and  deeper 
relations,  and  easily  followed  logical  reasoning. 
She  had  a  relish  for  investigation,  particularly 
in  theological  studies,  and  was  familiar  with 
the  grounds  and  bearings  of  moral  and  relig- 
ious truth.  But  she  was  most  at  home  in  the 
thoughts  and  truths  of  the  Bible  ;  these  were 
in  her  heart  and  memory,  and  she  could  use 
them  with  great  skill.  And  in  her  mouth,  the 
texts  of  Scripture  were  not  suggestive  of  con- 
troversy, but  of  personal  concern  and  belief — 
"  a  discerner  of  the  thoughts  and  intents  of  the 
heart."  Quickening  and  imparting  strength 
to  her  own  soul,  they  spoke  with  vital  force  to 


120  MARY   BROWN. 

the  souls  of  others.  Thus  could  she  influence 
the  will  and  heart,  and  lead  to  duty.  Thus 
her  daily  practice  and  daily  delight  were,  to 
bear  witness  to  the  truth,  and  recommend  the 
Son  of  God  and  His  religion  to  all  with  whom 
she  was  in  any  degree  .conversant. 

She  did  not  wait  for  duty  to  come  in  her 
way ;  she  sought  it  out,  made  inquiry  of  God 
and  of  conscience  for  something  to  do  which 
should  promote  the  welfare  of  souls.  It  was 
not  enough  for  her  to  lead  those  who  were 
seeking  Him,  to  the  Saviour ;  but  she  went  to 
those  who  were  standing  afar  off,  and  by  all 
her  persuasive  influence  endeavored  to  win 
them  to  faith  and  love.  This  was  her  idea  of 
Christian  obligation,  and  the  prompting  of  her 
heart.  And  to  such  there  is  always  enough  to 
do,  and  wisdom  to  do  it,  and  "  the  joy  of  the 
Lord  is  their  strength." 

Herein  is  the  secret  of  a  successful,  happy, 
Christian  life.  To  wait  on  the  Lord,  as  they 
that  watch  for  the  morning,  is  to  find  Him  a 
present  help.  To  take  up  the  cross  and  follow 
Christ,  is  to  discover  his  sufficiency  and  infinite 
worthiness,  and  to  have  his  joy  fulfilled  in 
themselves,  and  to  find  rest  to  their  souls. 

Religion  brought  forth  largely  in  her  its 
gentle  and  characteristic  fruits, — a  childlike 


MARY    BROWN.  121 

trust  and  assurance,  and  that  nearness  to  God 
which  finds  its  best  expression  in  prayer.  Like 
her  of  Bethany,  she  loved  to  sit  at  the  feet  of 
Jesus,  and  hear  his  words.  And  every  word 
which  he  spoke  was  believed  and  cherished. 
To  her,  faith  was  trust  as  well  as  belief;  was 
that  insight  and  assurance  which  participates  in 
the  life  of  Christ ;  which  daily  partakes  of  the 
heavenly  manna ;  which  makes  the  joy  and 
purity  of  the  future,  present  realities  to  the 
soul. 

She  loved  the  sanctuary,  as  the  place  of 
worship,  and  she  loved  the  retirement  of  her 
closet,  as  the  place  of  communion  with  her 
Saviour.  She  learned  an  important  lesson  on 
the  value  of  prayer  in  early  life.  Having 
opened  a  school  in  the  village  of  W.  she  found 
her  resources  taxed,  and  her  patience  tried  by 
a  number  of  turbulent  spirits,  and  was  almost 
ready  to  give  up  in  discouragement.  Meeting 
Mrs.  S.,  a  trusted  friend,  she  said,  "  I'm 
discouraged  !  Those  large  rough  boys  don't 
respect  me,  and  I  cannot  manage  them  !  " 

"  Pray  in  your  school,  and  they'll  respect 
you." 

"  Oh,  I  cannot !  " 

"  Try  it,  and  see.  Grace  comes  in  the  way 
of  duty  when  we  need  it." 


122  MARY    BROWN. 

On  reflection  she  determined  to  try.  She 
opened  the  morning  sessions  of  the  school  with 
prayer ;  and  from  that  time,  to  her  surprise 
and  joy,  found  that  even  the  roughest  were 
respectful,  and  her  authority  was  established. 

An  experience  of  this  kind  could  not  but 
have  a  deep  significance  to  one  as  observant  of 
the  ways  of  God  and  man  as  was  Miss  Brown. 
She  was  led  into  a  great  mystery,  without  see- 
ing the  hand  that  opened  the  door ;  and  found 
it  all  light  and  well  adjusted  within  ;  found 
that  the  divine  purposes  and  prayer  were  not 
antagonistic ;  found  that  prayer  was  God's 
medium  of  working  out  some  of  his  purposes, 
and  blessing  the  soul  that  prays.  She  had  no 
occasion  to  look  on  the  doctrinal  side  of  this 
duty.  She  had  the  "  faith  which  works  by 
love  ;  "  she  found  delight  in  holy  communion  ; 
she  found  strength  in  waiting  on  God ;  she 
found  "  the  secret  of  the  Lord  was  with  them 
that  fear  him,  and  that  he  will  show  them  his 
covenant." 

With  maturer  views  and  experiences  of  the 
the  Christian  life,  prayer  became  a  vital  element 
of  her  piety  ;  and  it  was  the  way  in  which  she 
obtained  spiritual  blessings  for  herself  and 
others.  As  the  dutiful  child  goes  to  its  father 
for  proper  favors,  so  she  went  to  God — not 


MARY    BROWN.  123 

alone  in  difficulty  and  danger,  but  always — 
whenever  affection  and  reverence,  as  well  ns 
need  prompted.  The  promise,  "  Ask,  and  ye 
shall  receive,"  had  to  her  the  same  force  as  all 
the  Master's  teachings.  And  in  her  own 
spiritual  needs  she  went  to  Him  who  could 
help  ;  in  the  spiritual  needs  of  her  friends, 
she  carried  them  to  Him  who  could  help. 
When  she  had  urged  personal  duty  and  imme- 
diate attention  to  religion  on  one  brought 
within  her  influence,  she  would  carry  the  case 
to  God,  and  thenceforth  fidelity  and  prayer 
were  co-operative,  till  the  individual  found  par- 
don at  the  cross,  or  passed  beyond  her  reach. 

Rev.  Dr.  Hitchcock,  pastor  of  the  College 
Church  where  she  attended,  in  his  address  at 
her  funeral,  remarked  that  "  he  knew  no  person 
who  had  done  more  for  Amherst  College,  by 
her  prayers  and  efforts  to  bring  young  men  to 
Christ." 

After  leaving  the  settled  pastoral  life,  Mr.  and 
Mrs.  Colburn  removed  to  Amherst,  where  she 
passed  seven  or  eight  years,  in  duties  as  she 
had  opportunity,  and  enjoying  the  literary  and 
religious  advantages  of  the  place,  and  the 
society  of  old  friends  'and  new.  They  were 
active  and  blessed  years  to  her. 


124  MARY    BROWN. 

They  then  spent  three  years  in  Framingham, 
on  the  "  old  homestead  "  where  Mrs.  Collmrn 
was  born,  and  spent  her  childhood.  But  it  was 
iiot  the  old  home.  Thirty-five  years  had 
wrought  great  changes.  A  generation  had 
passed  away.  Except  her  brother  and  a  few 
scattered  families,  all  were  strangers.  The 
Academy,  and  Town  House,  and  Meeting- 
House  were  gone.  The  old  trees  by  the  road- 
side, under  whose  shade  she  had  rested  on  the 
way  to  school  and  to  church,  were  cut  down, 
and  the  young  ones  in  their  stead  had  no  grate- 
ful associations  and  memories. 

Besides,  the  location  was  not  convenient  to 
religious  and  other  privileges,  which  were  to 
her,  "  more  than  her  necessary  food."  And 
her  failing  health  admonished  her  that  it  was 
time  to  find  a  quiet  retreat,  and  "  set  her  house 
in  order." 

Her  parting  with  the  scene  of  her  childhood 
— as  she  realized  it,  a  final  parting — was  char- 
acteristic. Says  her  sister  :  "  It  was  arranged 
that  she  should  spend  the  last  night  at  our 
house,  and  leave  us  in  the  morning  direct  for 
the  cars.  Mary  came  in  the  afternoon,  and 
staid  to  tea.  She  was  cheerful  and  happy,  and 
quite  herself,  and  said  nothing  of  any  change 
of  plan  for  the  night.  Just  at  sunset.  I  noticed 


MARY   BROWN.  125 

her  standing  at  that  east  window  looking 
intently  out,  (the  window  commanded  a  full 
view  of  the  old  home  farm,)  silent,  I  said, 
'  Mary,  what  are  you  doing  ?  ' ; 

"  '  Taking  my  leave  of  my  early  home,  and  of 
you  all ! ' 

"  After  looking  long,  she  turned,  saying,  '  I 
had  better  pass  the  night  at  the  old  place,  and 
leave  from  there  in  the  morning.  It  will  be  as 
much  as  I  can  bear.  I  shan't  see  you  in  the 
morning.  I  have  you  all  in  my  heart ! " '  And 
with  a  kisg,  she  left  her  brother's  hospitable 
roof  and  kind  family. 

There  is  deep  meaning,  and  moral  beauty  in 
this  silent  leave-taking.  Looking  out  at  that 
window,  with  all  the  faculties  gathered  up,  and 
the  inner  consciousness  and  reflective  powers 
concentrated,  was  living  over  again  the  past ; 
was  fixing  the  memories  of  that  past  and  the 
impressions  of  the  present  in  one  group ;  and 
associating  the  love  of  friends  with  the  scenes 
and  proofs  of  that  love. 

This  was  Mrs.  Colburn's  only  leave-taking. 
She  died  alone,  and  was  spared  all  the  pangs  of 
parting  with  friends. 

After  an  absence  of  five  years,  they  returned 
to  Amherst,  in  the  spring  of  1857,  to  occupy  a 
house  just  purchased  by  Mr.  C. ;  and  from  this 


126  MARY   BROWN. 

time  till  the  opening  of  summer,  were  busy  in 
fitting  it  up,  and  gathering  those  conveniences 
and  comforts  and  simple  luxuries  they  had 
need  of.  Here  they  had  fixed  their  earthly 
home  ;  and  in  the  immediate  neighborhood  of 
a  few  choice  friends,  and  amid  the  refined  soci- 
ety, and  pleasant  associations  of  the  village, 
they  expected  to  pass  the  evening  of  life. 

Mrs.  Colburn  was  sensible  that  her  active 
work  was  done ;  and  that  her  health  was  grad- 
ually declining.  She  had  some  premonitory 
symptoms  of  heart  disease,  whose  liabilities  she 
well  understood.  But  she  had  need  to  make 
no  special  change  in  her  plans,  and  no  cause 
for  new  solicitude.  Heaven  was  near;  and 
Christ  had  tasted  death  for  her. 

During  July,  Mr.  Colburn  was  supplying  a 
vacant  pulpit  in  Connecticut,  which  rendered 
it  desirable  for  him  to  be  absent  through  the 
week.  At  his  urgent  request,  she  consented 
that  a  young  lady  friend  should  come  in  and 
pass  the  nights  with  her ;  "  Not,"  as  she  said, 
"  because  I  am  lonely  ;  for  my  Saviour  is 
always  present  with  me,  and  I  am  not  afraid." 

One  very  warm  afternoon  she  was  out  making 
calls  on  a  few  particular  friends.  Nothing 
unusual  was  noticed  in  the  state  of  her  health, 
further  than  the  effect  of  the  extreme  heat. 


MARY   BROWN.  127 

Her  spirits  were  buoyant,  and  her  conversation 
sparkling, — full  of  pleasant  fancies,  and  happy 
turns  of  thought,  and  rich  in  spirituality.  Her 
cup  of  happiness  seemed  to  be  full,  and  running- 
over.  When  about  leaving  the  door  of  Mrs. 
M.,  with  whom  her  relations  had  been  most 
intimate,  she  said,  with  a  half  playful  smile, 
"  Before  you  know  it,  I  shall  fly  away," — allud- 
ing evidently  to  the  Psalmist's  wish, — "  0  that 
I  had  wings  like  a  dove,  for  then  would  I  fly 
away,  and  be  at  rest."  She  knew  not  that  it 
was  prophetic,  and  that  the  prophecy  was  so 
near  its  fulfilment. 

The  last  call  made  before  reaching  her  own 
house,  was  protracted  for  an  hour.  She  felt 
specially  at  home  in  this  family,  because  of 
some  early  associations,  and  a  similarity  of 
present  condition.  One  of  the  daughters  was 
her  companion,  during  the  absence  of  her  hus- 
band. The  presence  of  these  girls,  and  her 
desire  to  do  them  good,  carried  her  mind  back 
to  her  own  childhood.  She  recalled  its  bright 
pictures  of  gayety  and  frolic,  which  were  shaded 
by  the  reflection  that  those  first  years,  which 
were  offered  so  willingly  to  the  world,  belonged 
to  God.  She  spoke  of  her  happy  school  days  ; 
of  the  living  and  the  dead, — passing  with  easy 
transition  from  gay  to  grave.  But  her  mind 


128  MARY  BROWN. 

dwelt  with  special  pleasure  on  the  kind  provi- 
dence of  God,  which  in  a  number  of  instances, 
had  kept  her  when  in  danger;  and  on  the 
sovereign  grace  of  God  by  which  he  had  adopted 
her  as  his  child.  Referring  to  the  present,  she 
said  :  "  I  don't  expect  to  live  a  great  while. 
No  one  enjoys  life  better  than  I  do.  I  am  set- 
tled where  I  have  long  desired  to  pass  a  few 
pleasant,  quiet  years.  I  like  our  new  place, 
and  have  just  got  the  house  fitted  up  to  my 
taste.  I  feel  that  I  could  enjoy  many  years  in 
it.  But  1  hardly  expect  it."  So  was  she  par- 
taking of  the  delights  of  Christian  friendship, 
and  so  was  she  resting  in  God,  with  the  sweet 
assurance  which  says,  Thy  will  be  dgiie ! 

"  Early  in  the  evening,"  says  her  young 
friend,  "  when  I  went  to  her  house,  I  found 
Mrs.  C.  seated  in  the  door-way,  listening  to 
music  in  the  house  opposite.  She  seemed 
rested,  and  gave  me  her  usual  cordial  recep- 
tion, and  we  soon  went  into  the  sitting-room. 
Her  conversation  this  evening,  was  mainly  on 
religious  subjects  ;  much  of  it  relating  to  her 
own  experience  and  hopes.  Among  other 
things,  she  said  :  '  I  am  now  in  my  sixty- 
seventh  year,  and  I  fiave  read  the  Bible  through 
sixty-nine  times — twice  with  Scott's  Notes — 
and  am  partly  through  the  seventieth  time.' 


MARY   BROWN.  129 

At  bedtime,,  as  was  our  custom,  I  read  a 
chapter  from  the  Bible,  and  she  offered  prayer. 
The  prayer  I  can  never  forget.  The  sweet, 
loving  spirit  which  pervaded  her  whole  life  was 
evinced  in  her  petitions,  and  expressions  of 
gratitude  and  trust.  It  seemed  as  if  she  was 
standing  on  the  threshold  of  heaven,  talking 
with  her  Saviour,  so  simple,  and  yet  so  earnest 
was  her  pleading  for  herself  and  for  others. 

Bidding  her  good  night,  I  went  up  stairs,  as 
she  preferred  sleeping  alone.  In  the  morning 
she  rose  about  six  and  called  me,  saying,  "  Do 
not  hasten,  Mary,  if  you  are  tired  ;  but  I  knew 
you  wanted  to  finish  your  dress,  and  so  called 
you."  As  usual,  she  laid  down  again  after 
calling  me.  Going  down  stairs,  I  looked  into 
her  room,  to  bid  her  good  morning,  but  found 
her  sleeping  quietly,  her  breathing  as  regular 
as  a  child's. 

At  noon,  Mrs.  M.  sent  in  a  choice  piece  of 
her  own  prepared  dinner,  thinking  that  Mrs. 
Colburn  might  relish  it.  But  the  little  girl 
found  her  dead  !  " 

It  seems  that  she  had  risen,  and  partly 
dressed  ;  and  perhaps  feeling  faint,  had  laid 
down,  and  died.  There  had  evidently  been  no 
struggle,  and  no  suffering.  Her  countenance 
wore  a  sweet  smile,  as  if  she  had  heard  the 

9 


130  MARY    BROWN. 

Saviour's  voice  calling,  "  Come  up  higher ! " 
and  in  the  first  joy  of  the  summons,  had  sped 
away.  "  Blessed  are  the  dead  which  die  in  the 
Lord  from  henceforth  ;  yea,  saith  the  Spirit, 
that  they  may  rest  from  their  labors  ;  and  their 
works  do  follow  them." 


EISE  OF  SABBATH  SCHOOLS.       131 

SKETCH   OF    THE    RISE    OF    SAB- 
BATH   SCHOOLS. 


[In  most  cases,  pertaining  to  our  own  country,  the  facts 
here  given  are  taken  from  official  statements  published 
at  the  time,  by  pastors  and  superintendents.] 

1781.  The  first  general  system  of  Sunday 
schools  in  England,  grew  out  of  the  efforts  of 
Robert  Raikes.  In  1781,  he  established  schools 
in  his  native  town  of  Gloucester ;  and  in  a  short 
time  they  were  extended  to  the  principal  cities 
and  towns. 

The  occasion,  as  well  as  the  primary  design 
of  these  schools,  are  clearly  set  forth  in  the 
following  letter  from  Mr.  Raikes  to  Colonel 
Townley  : — 

"  The  beginning  of  this  scheme  was  entirely 
owing  to  accident.  Some  business  leading  me, 
one  morning,  into  the  suburbs  of  the  city, 
where  the  lowest  of  the  people  chiefly  reside, 
I  was  struck  with  concern  at  seeing  a  group  of 
children,  wretchedly  ragged,  at  play  in  the 
street.  I  asked  an  inhabitant  whether  those 
children  belonged  to  that  part  of  the  town,  and 
lamented  their  misery  and  idleness.  '  Ah  ! 


132       RISE  OF  SABBATH  SCHOOLS. 

sir,'  said  the  woman,  '  could  you  take  a  view 
of  this  part  of  the  town  on  a  Sunday,  you  would 
be  shocked  indeed  ;  for  then  the  street  is  filled 
with  multitudes  of  these  wretches,  who,  released 
on  that  day  from  employment,  spend  their  time 
in  noise  and  riot,  playing  at  chuck,  and  cursing 
and  swearing  in  a  manner  so  horrid,  as  to  con- 
vey to  any  serious  mind  an  idea  of  hell  rather 
than  any  other  place.' 

"  This  conversation  suggested  to  me  that  it 
would  be  at  least  a  harmless  attempt,  if  it  were 
productive  of  no  good,  should  some  little  plan 
be  formed  to  check  this  deplorable  profanation 
of  the  Sabbath.  1  then  inquired  of  the  woman 
if  there  were  any  decent,  well-disposed  women 
in  the  neighborhood,  who  kept  schools  for 
teaching  to  read.  I  presently  was  directed  to 
four.  To  them  I  applied,  and  made  an  agree- 
ment with  them  to  receive  as  many  children  as 
I  should  send  upon  a  Sunday,  whom  they  were 
to  instruct  in  reading  and  in  the  Church  Cate- 
chism. For  this,  I  engaged  to  pay  them  each 
a  shilling  for  their  day's  employment. 

"  I  then  waited  on  the  clergyman,  and 
imparted  to  him  my  plan.  He  was'  so  much 
satisfied  with  the  idea,  that  he  engaged  to  lend 
his  assistance,  by  going  round  to  the  schools  on 
a  Sunday  afternoon,  to  examine  the  progress 


RISE  OP  SABBATH  SCHOOLS.       133 

that  was  made,  and  to  enforce  order  and  deco- 
rum among  such  a  set  of  little  heathens. 

"  Tliis  was  the  commencement  of  the  plan. 
It  is  now  about  three  years  since  we  began, 
and  I  wish  you  were  here  to  make  inquiry  into 
the  effect.  A  woman,  who  lives  in  a  lane 
where  I  had  fixed  a  school,  told  me,  some  time 
ago,  that  the  place  was  quite  a  heaven  upon 
Sundays  compared  with  what  it  used  to  be. 
The  numbers  who  have  learned  to  read  and  say 
their  catechism  are  so  great,  that  I  am  quite 
astonished  at  it.  Upon  the  Sunday  afternoon 
the  mistresses  take  their  scholars  to  church,  a 
place  into  which  neither  they  nor  their  ances- 
tors ever  entered,  with  a  view  to  the  glory  of 
God.  But,  what  is  yet  more  extraordinary, 
within  this  month  these  little  ragamuffins  have 
iu  great  numbers  taken  it  into  their  heads  to 
frequent  the  early  morning  prayers,  which  are 
held  every  morning  at  the  cathedral  at  seven 
o'clock.  I  believe  there  were  near  fifty  this 
morning.  They  assemble  at  the  house  of  one 
of  the  mistresses,  and  walk  before  her  to 
church,  two  and  two,  in  as  much  order  as  a 
company  of  soldiers.  I  am  generally  at  church, 
and  after  service  they  all  come  round  me  to 
make  their  bows,  and,  if  any  animosities  have 
arisen,  to  make  their  complaint.  The  great 


134       EISE  OF  SABBATH  SCHOOLS. 

principle  I  inculcate  is,  to  be  kind  and  good- 
natured  to  each  other  ;  not  to  provoke  one 
another  ;  to  be  dutiful  to  their  parents  ;  not  to 
offend  God  by  cursing  or  swearing  ;  and  such 
little  plain  precepts  as  all  may  comprehend. 
The  success  that  has  attended  this  scheme  has 
induced  one  or  two  of  my  friends  to  adopt  the 
plan,  and  set  up  Sunday  schools  in  other  parts 
of  the  city ;  and  now  a  whole  parish  has  taken 
up  the  object,  so  that  I  flatter  myself,  in  time 
the  good  effects  will  appear  so  conspicuous  as 
to  become  generally  adopted.  The  number  of 
children  at  present  thus  engaged  on  the  Sab- 
bath is  between  two  and  three  hundred,  and 
they  are  increasing  every  week,  as  the  benefit 
is  universally  seen.  I  have  endeavored  to 
engage  the  clergy  of  my  acquaintance  that 
reside  in  their  parishes.  One  has  entered  into 
the  scheme  with  great  fervor. 

"  I  cannot  express  to  you  the  pleasure  I 
often  receive  in  discovering  genius  and  innate 
good  dispositions  among  this  little  multitude. 
It  is  botanizing  in  human  nature.  I  have 
often,  too,  the  satisfaction  of  receiving  thanks 
from  parents,  for  the  reformation  they  perceive 
in  their  children.  Often  have  I  given  them 
kind  admonitions,  which  I  always  do  in  the 
mildest  and  gentlest  manner.  The  going 


RISE   OF   SABBATH   SCHOOLS.  185 

among  them,  doing  them  little  kindnesses,  dis- 
tributing trifling  rewards,  and  ingratiating 
myself  with  them,  I  hear,  have  given  me  an 
ascendency  greater  than  I  ever  could  have 
imagined  ;  for  I  am  told  by  their  mistresses 
that  they  are  very  much  afraid  of  my  dis- 
pleasure. If  you  ever  pass  through  Gloucester, 
I  shall  be  happy  to  pay  my  respects  to  you,  and 
to  show  you  the  effects  of  this  effort  at  civiliza- 
tion. If  the  glory  of  God  be  promoted  in  any, 
even  the  smallest  degree,  society  must  reap 
some  benefit.  If  good  seed  be  sown  in  the 
mind  at  an  early  period  of  human  life,  though 
it  shows  not  itself  again  for  many  years,  it  may 
please  God,  at  some  future  period,  to  cause  it  to 
spring  up,  and  bring  forth  a  plenteous  harvest. 
"  With  regard  to  the  rules  adopted,  I  only 
require  that  they  come  to  the  school  on  Sunday 
as  clean  as  possible.  Many  were  at  first 
deterred  because  they  wanted  decent  clothing  ; 
but  I  could  not  undertake  to  supply  this  defect. 
I  argue,  therefore,  if  you  can  loiter  about  with- 
out shoes  and  in  a  ragged  coat,  you  may  as 
well  come  to  school  and  learn  what  may  tend 
to  your  good,  in  that  garb.  I  reject  none  on 
that  footing.  All  that  I  require,  are  clean 
hands,  clean  face,  and  the  hair  combed  ;  if  you 
have  no  clean  shirt,  come  in  what  you  have  on. 


136       RISE  OF  SABBATH  SCHOOLS. 

The  want  of  decent  apparel,  at  first,  kept  great 
numbers  at  a  distance  ;  but  they  now  begin  to 
grow  wiser,  and  are  all  pressing  to  learn.  I 
have  had  the  good  luck  to  procure  places  for 
some  that  were  deserving,  which  has  been  of 
great  use. 

"  You  will  understand  that  these  children 
are  from  six  years  old  to  twelve  or  fourteen. 
Boys  and  girls  above  this  age,  who  have  been 
totally  undisciplined,  are  generally  too  refrac- 
tory for  this  government.  A  reformation  in 
society  seems  to  me  only  practicable  by  estab- 
lishing motives  of  duty,  and  practical  habits  of 
order  and  decorum,  at  an  early  age.  But 
whither  am  I  running  ?  I  am  ashamed  to  see 
how  much  I  have  trespassed  on  your  patience  ; 
but  I  thought  the  most  complete  idea  of  Sun- 
day schools  was  to  be  conveyed  to  you  by  tell- 
ing what  first  suggested  the  thought." 

1782.  Sabbath  schools  were  established  in 
Scotland  as  early  as  1782.  As  provision  was 
made  for  primary  instruction  for  all  classes,  the 
schools  there  were  of  strictly  a  religious  char- 
acter. "  Scotland,  has  the  honor,  therefore,  of 
instituting  the  first  Sabbath  schools  in  Prot- 
estant countries,  for  the  purpose  solely  of  relig- 
ious instruction." 


RISE  OF  SABBATH   SCHOOLS.  137 

1791.  Sabbath  schools,  after  the  plan  of  Mr. 
Raikes,  were  first  formed  in  Philadelphia,  in 
1791. 

1794.  A  Sunday  school  was  started  in  Pat- 
erson,  N.  J.,  in  1794,  by  Sarah  Colt,  a  little 
girl  eleven  years  of  age.  She  collected  the 
children  of  the  factories  together,  and  taught 
them  from  Sunday  to  Sunday,  until  she  had  as 
many  as  sixty  under  her  care.  She  was  a 
teacher  for  forty  years. 

1797.  In  1797,  a  Sunday  school,  on  the 
same  system,  was  established  at  Pawtucket, 
R.  I.  It  was  commenced  at  the  suggestion  of 
Samuel  Slater,  Esq.,  by  Mr.  Collier,  a  student 
in  Brown  University. 

This,  and  all  the  first  Sabbath  schools  gath- 
ered in  New  England,  were  individual  enter- 
prises. Those  in  the  country  towns  were  for 
moral  and  religious  instruction  ;  those  in  the 
city,  and  seaboard  towns,  were  patterned  some- 
what after  the  English  system. 

That  there  should  be  need  to  teach  the  chil- 
dren of  any  class  of  our  citizens  in  Massachu- 
setts, the  elements  of  education,  in  Sunday,  or 
charity  schools,  may  seem  strange  to  us,  who 
are  wont  to  suppose  that  the  system  of  free 
schools  was  coeval  with  the  establishment  of 
civil  society.  But  as  late  as  1817,  in  Boston, 


138       RISE  OF  SABBATH  SCHOOLS. 

says  a  well-informed  writer,  "  Children  are  not 
admitted  into  our  town  schools  under  seven 
years  of  age,  and  not  even  then,  unless  they 
can  read  without  spelling,  and  well  enough  to 
be  classed  ;  by  which  regulation  children  of 
those  parents  too  poor  to  pay  for  private  instruc- 
tion, are  inevitably  cut  off  from  that  education 
which  in  appearance  is  open  to  all.  Hence, 
the  necessity  of  charity  schools.  And  in  every 
view,  the  Sunday  school,  for  combined  instruc- 
tion in  reading  and  religion  most  directly  and 
effectually  meets  the  want  here  described." 

1805.  The  first  Sabbath  school  in  New  Eng- 
land, for  the  sole  purpose  of  the  religious 
instruction  of  children,  so  far  as  is  now  known, 
was  established  in  Bath,  N.  H.,  in  1805. 
Shortly  before,  the  Rev.  David  Sutherland 
(who  had  been  engaged  in  early  efforts  to 
found  Sabbath  schools  in  Scotland,  his  native 
country,)  was  settled  as  pastor  of  the  church  in 
Bath,  and  at  once  started  a  Sabbath  school  in 
the  principal  village,  which  he  conducted  with 
various  success,  and  with  very  little  aid  from 
others,  for  thirteen  years.  In  1817,  a  new 
spirit  was  awakened,  and  other  schools  were 
opened  in  different  parts  of  the  town. 

1810.  In  1810,  Sabbath  schools  began  to  be 
established  in  Massachusetts.  In  that  year, 


RISE  OF  SABBATH  SCHOOLS.       139 

two  schools  were  formed, — one  in  Concord  and 
one  in  Beverly. 

1810.  The  school  in  Concord  was  opened  by 
a  young  lady,  Miss  Sarah  Ripley,  daughter  of 
Rev.  Dr.  Ripley.  She  gathered  a  few  children 
upon  Sabbath  afternoons  after  church,  at  her 
father's  house,  and  taught  them  the  Scriptures 
and  catechism.  After  this  school  had  con- 
tinued four  or  five  years,  through  the  warm 
season,  three  pious  young  ladies  opened  a  Sab- 
bath school  in  a  room  at  the  house  now  (1868) 
occupied  by  Mrs.  Charles  Davis,  in.  the  centre 
of  the  town.  But  the  people  generally  did  not 
give  their  influence  to  the  project ;  and  a  regu- 
lar Sabbath  school  was  not  organized  till  June, 
1818  ;  when  a  school  of  one  hundred  and  thirty 
pupils,  and  eleven  teachers,  four  males  and 
seven  females,  was  started.  The  grammar 
school-master  was  Superintendent. 

1810.  The  school  in  Beverly  was  commenced 
by  two  young  ladies,  Joanna  Prince  and  Han- 
nah Hill.  Miss  Prince  was  teaching  a  day 
school  in  a  room  of  her  mother's  house.  She 
and  Miss  Hill  opened  a  Sabbath  school  in  her 
school  room.  This  school  was  held  in  the 
morning,  and  after  the  afternoon  service. 
About  thirty  scholars  attended  the  first  season. 
Some  of  the  members  were  very  zealous  in 


140  RISE   OP   SABBATH   SCHOOLS. 

learning  to  read,  while  others  had  long  Scrip- 
ture lessons  to  recite  from  memory.  The 
ladies  continued  their  school,  all  by  themselves, 
with  great  success,  for  three  years.  After  the 
thirdtyear  the  enterprise  was  taken  up  by  oth- 
ers, and  a  general  school  was  established,  in 
which  all  the  societies  united.  Soon,  however, 
separate  parish  schools  were  established. 

1812.  "  The  first  Sabbath  school  in  Boston 
was  established,  by  a  lady,  in  1812.  While  on 
a  visit  to  Beverly,  in  October  of  that  year,  she 
heard  of  the  school  in  that  place,  and  although 
she  did  not  see  it,  she  was  at  once  impressed 
with  the  importance  of  a  similar  one  in  Boston, 
and  on  her  return  immediately  commenced  the 
work..  This  school  was  continued  until  the 
year  1822. 

"  Charles  W alley,  Esq.,  having  heard  of  the 
enterprise  of  this  lady,  sent  her  a  donation  of 
books  for  her  school,  consisting  of  six  Bibles, 
twelve  New  Testaments,  twelve  Watts'  Shorter 
Catechisms,  twelve  Watts'  Divine  Songs  for 
Children,  and  twelve  Hymns  for  Infant  Minds, 
— in  all  fifty- four  volumes.  This  donation  con- 
stituted the  first  Sabbath  school  library  in 
Boston." 

1812.  In  1 812,  a  Sunday  school  was  com- 
menced in  Brunswick,  Me. 


RISE   OP  SABBATH   SCHOOLS.  141 

1813.  "  In  the  winter  of  1812-13,  a  Sabbath 
school  was  formed  in  Salem,  under  the  patron- 
age of  a  company  of  ladies  belonging  to  the 
society  of  the  Rev.  Dr.  Hopkins.  The  pupils 
were  placed  under  the  tuition  of  a  teacher  of 
a  school  of  young  ladies." 

1813.  In  the  course  of  the  same  year,  1813, 
a  school  was  opened  at  the  Tabernacle  church 
in  Salem.     It  was  kept  for  one  hour  before  the 
afternoon  service.     Except  one  summer,  it  was 
continued  for  five  years,  the  number  of  teachers 
varying  from  ten  to  twenty,  and  the  scholars 
from  one  hundred  to  two  hundred. 

1814.  A  Sabbath  school  was  established  in 
Newburyport,  in  1814,  by  Miss  E.  E.  Carter, 
and  three  other  young  ladies.     As  a  prelimi- 
nary step,  one  of  them  went   to  Dr.  Samuel 
Spring,  and  requested  the  use  of  his  vestry. 
The  Doctor  replied  that  he  himself  would  have 
no  objection  to   the  establishment  of  such  a 
school  ;  but  he  feared  some  of  his  good  people 
might  think  it  to  be  too  secular  an  employment 
for  the  Sabbath.     They  however  ventured  to 
occupy  the  vestry,  and  without  aid  or  co-opera- 
tion from  the  church,  began  their  benevolent 
undertaking.     The  first  year,  the  number  was 
about  one  hundred.     The  school  began  after 
public  service  in  the  afternoon,  and  occupied 


142       RISE  OP  SABBATH  SCHOOLS. 

more  than  three  hours.  In  1815,  the  school 
was  intrusted  to  some  members  of  Dr.  Spring's 
society,  and  two  of  the  ladies  commenced 
another  in  a  more  destitute  part  of  the  town. 
In  the  summer  of  this  year,  1815,  Miss  Carter 
started  a  Sabbath  school  at  Kennebunkport, 
Me. 

1814.  In  June,  1814,  two  ladies  of  New 
York  opened  in  that  city  a  Sabbath  school  for 
adults  and  children,  in  which  were  collected 
eighty  or  ninety  pupils. 

1814.  In  the  same  year,  1814,  a  Sabbath 
school  was  established  in  Wilmington,  Del. 

1814.  In  the  autumn  of  1814,  a  school  was 
established    at   Cambridgeport,   in   connection 
with  Rev.  Thomas  B.  Gannett's  society. 

1815.  In  1815,  the  Salem  Street  or  Christ 
Church  Sunday  school  in  Boston  was  instituted. 
This  school  attracted  much  public  notice,  and 
was  for  a  time  supposed  to  be  the  first  school 
for  religious  instruction  formed  in  the  State. 
In  six   months   from   its  commencement,  the 
pupils  numbered  two  hundred  and  fifty.     It 
continued  to  prosper  for  many  years  under  the 
supcrintendency  of  Mr.  J.  W.  Ingraham. 

1815.  In  the  same  year,  1815,  Sabbath 
schools  were  commenced  in  the  Northern  Lib- 
erties of  Philadelphia,  which  in  a  few  months 


RISE   OF   SABBATH   SCHOOLS.  148 

contained  no  less  than  five  hundred  pupils. 
In  1816  they  were  generally  introduced,  and 
connected  with  most  of  the  parishes  in  that 
city. 

1815.  In  May,  1815,  Sunday  schools  were 
formed  in  Newark,  N.  J.     During  the  first  sum- 
mer the  number  of  pupils  gradually  increased 
to   four   hundred    and    forty,   comprising    all 
classes,  rich  and  poor.     In  1816  the  schools 
were  confined  to  the  poor. 

1816.  A  Sunday  school  was  instituted  in 
Chillicothe,  Ohio,  in  April,  1816,  by  two  young 
men,  who  agreed  to  bear  equally  the  expense. 
At  first  it  was  kept  in  a  private  room.     In  four 
weeks  it  had  so  increased,  that  it  was  removed 
to  a  large  room   in   the   upper   story    of  the 
Academy,  and  the  list  of  pupils  was  swelled  to 
one  hundred. 

1816.  In  the  spring  of  1816,  a  few  pious 
females,  desirous  of  promoting  the  religious 
welfare  of  children,  opened  a  Sabbath  school 
in  Westborough,  and  continued  it  through  two 
seasons.  In  1818  a  society  was  formed,  and  a 
large  school  organized.  The  young  ladies  to 
whom  the  honor  of  this  movement  belongs 
were  Arethusa  Brigham,  Hannah  Fay,  Abagail 
Gregory,  Maria  Brigham,  and  the  two  Misses 
Bates. 


144       RISE  OP  SABBATH  SCHOOLS. 

1816.  A  Sabbath  school  for  the  religious 
instruction  of  children  was  opened  in  Cam- 
bridge in  1816.  Until  1818  it  was  small,  and 
limited  in  influence.  Then  several  young 
ladies  offered  their  services  as  teachers,  and  a 
young  man  took  charge  of  the  older  boys,  and 
superintended  the  school.  A  large  number 
were  gathered  in,  and  the  school  was  very 
prosperous. 

1816.  The  first  Sabbath  school  was  opened 
in  Providence,  R.  I.,  in  1816. 

1816.  A  biblical  and  catechetical  school 
was  instituted  at  Greensborough  and  Hardwick, 
Yt.,  June  25,  1816.  The  number  of  children 
under  instruction  the  first  year  was  three 
hundred. 

1816.  A  Sabbath  school  was  opened  in 
Carlisle,  Penn.,  early  in  the  summer  of 
1816. 

1816.  In  June  1816,  the  females  of  the 
Third  Baptist  Church  in  Boston  (Dr.  Sharp's,) 
formed  a  Sabbath  school  of  about  sixty  pupils. 

1816.  In  July  a  school  was  formed,  also  by 
females,  in  the  Second  Baptist  Church,  consist- 
ing of  about  fifty  scholars. 

1816.  In  August  the  females  of  the  First 
Baptist  Church  followed  the  example,  and  col- 
lected a  school  of  about  thirty-five  pupils. 


RISE  OF  SABBATH  SCHOOLS.       145 

1816.  A  Sabbath  school,  consisting  of  very 
young  children,  was  formed  in  Northampton 
in  1816. 

1816.  In  August,  1816,  a  Sabbath  school 
was  opened  by  ladies  in  New  London,  Conn., 
for  children  of  both  sexes. 

1816.  The  Sabbath  school  in  Framingham 
was  established  in  September,  1816,  by  Abagail 
Bent,  Martha  Trowbridge,  Mary  Brown  and 
Mrs.  Charles  Fiske. 

1816.  A  Sabbath  school  society  was  formed, 
and  a  school  established  by  the  Rev.  Dr.  Morse 
and  members  of  the  First  Church  in  Charles- 
town  in  October,  1816.  Samuel  F.  B.  Morse 
was  the  first  Superintendent ;  and  himself,  Sid- 
ney E.  Morse,  and  John  Todd,  were  among  the 
first  teachers. 

1816.  A  Sabbath  school  was  established  in 
Savannah,  Ga.,  in  1816. 

The  city  of  New  York  claims,  and  is  proba- 
bly entitled  to  the  honor  of  having  formed  the 
first  society  for  the  encouragement  of  Sabbath 
schools  in  this  country  ;  and  this  honor  belongs 
to  ladies.  "  The  Female  Union  Society  for  the 
Promotion  of  Sabbath  Schools,"  was  organized 
by  ladies  of  the  several  denominations  in  that 
city,  convened  by  public  notice,  January  24, 
10 


146  RISE   OF   SABBATH   SCHOOLS. 

1816.  Schools  for  the  instruction  of  females 
were  immediately  opened. 

February  26,  1816,  the  gentlemen  held  a 
meeting,  and  instituted  the  "  New  York  Sun- 
day School  Union."  Schools  for  boys  were 
immediately  put  in  operation  ;  and  during  the 
first  year  sixteen  hundred  pupils  entered  these 
schools. 

Later  in  the  same  year,  1816,  "  The  Boston 
Society  for  the  Moral  and  Religious  Instruction 
of  the  Poor  "  was  organized,  which  early  turned 
its  attention  to  the  establishment  of  Sabbath 
schools.  The  first  school  under  its  auspices 
was  opened  May  11,  1817,  in  the  Mason  Street 
school-house  ;  and  the  second,  June  15th,  in 
the  School  Street  school-house.  Five  hundred 
children  were  gathered  into  these  schools  the 
first  season  ;  and  in  a  few  years  it  had  under 
its  care  in  the  city  fourteen  schools. 

The  era  of  Sabbath  schools,  as  public  insti- 
tutions under  the  sanction  of,  and  auxiliary  to 
the  church,  in  New  England,  dates  its  com- 
mencement with  1816.  The  previous  efforts 
were  individual,  and  preliminary  ;  and  though 
'essential  as  a  preparation,  and  test  of  means, 
and  first  attempts,  were  limited  in  influence. 
The  plan  was  gradually  getting  together  its 
elements  ;  and  fixing  its  rules  ;  and  awakening 


RISE    OF  SABBATH   SCHOOLS.  147 

interest  ;  and  overcoming  prejudices  ;  and 
developing  its  capabilities. 

How  much  the  plan  had  to  encounter,  we  of 
the  present  generation  are  scarcely  able  to 
understand. 

The  causes  which  delayed  the  establishment 
of  Sabbath  schools  in  New  England,  were, 
1.  The  settled  belief  that  family  religious 
instruction  on  the  Sabbath,  was  a  plain  duty, 
— made  such,  alike  by  parental  responsibility, 
and  the  teaching  of  the  Bible  ;  and  2.  A  wide- 
spread conviction  that  the  labor  of  teaching  a 
Sabbath  school  was  contrary  to  the  spirit  of  the 
fourth  commandment.  This  conviction  was  a 
natural  sequence  of  the  regard  for  the  Sabbath 
as  holy  time,  which  prevailed  at  the  opening  of 
the  century  ;  and  was  strengthened  by  the  well- 
known  secular  character  of  the  English  Sunday 
schools.  The  case  is  well  put  in  the  following 
extract  from  a  letter  of  Sidney  E.  Morse,  Esq. : 
"  At  that  time,  1816,  good  people  in  Massachu- 
setts regarded  Sabbath  schools  as  fitted  only 
for  the  children  of  the  poor,  in  such  cities  as 
London  and  New  York,  where  the  ignorant 
and  vicious  parents  neglected  the  religious  edu- 
cation of  their  offspring,  and  where  no  adequate 
provision  was  made  for  secular  instruction 
during  the  week.  In  Massachusetts,  where 


148  BISE  OP   SABBATH   SCHOOLS. 

ample  provision  was  made  by  law "  (though 
not  always  by  the  local  authorities)  "  for  teach- 
ing every  child  to  read  and  write  on  week-days, 
and  where  parents  were  presumed  to  devote  a 
part  of  every  Sabbath  to  the  religious  instruc- 
tion of  their  children,  Sabbath  schools,  it  was 
thought,  would  be  entirely  out  of  place.  Some 
of  the  best  men  that  I  saw  at  my  father's*  at 
that  time,  maintained  that  it  would  be  actually 
a  profanation  of  the  Sabbath  to  open  a  school 
on  the  Lord's  Day,  as  it  would  be  doing  work 
on  that  holy  day  which  the  fourth  command- 
ment requires  to  be  done  on  the  other  days  of 
the  week." 

The  causes  which  led  to  their  general  open- 
ing in  1816-18,  were :  (1.)  the  good  results 
which  had  attended  the  formation  of  classes  by 
individuals  and  committees  in  many  towns  ; 
(2.)  the  extensive  revivals  which  visited  the 
churches,  and  awakened  Christian  activity,  and 
enlarged  Christian  thought  in  1814-16  ;  and 
(3.)  the  influence  of  one  who  came  upon  the 
stage  of  active  life  "  for  such  a  time  as  this." 

The  man  who  first  comprehended  this  sub- 
ject in  its  religious  bearings,  and  to  whom, 
more  than  any  other,  the  merit  of  awakening 
and  giving  wise  direction  to  Christian  sentiment 

*  Rev.  Jedediah  Morse,  D.  D.,  of  Charlestown. 


RISE   OP  SABBATH  SCHOOLS.  149 

in  relation  to  the  real  importance  and  true 
relation  of  Sabbath  schools,  is  the  late  Rev. 
Ward  Stafford,*  then  city  missionary  in  New 
York.  It  was  through  his  influence  that  the 
New  York  societies  were  formed  early  in  1816 ; 
and  it  was  a  visit  he  made  to  Massachusetts 
in  the  summer  of  that  year,  which  led  to  the 
formation  of  the  Boston  Society,  before  named. 
He  enlisted  such  men  as  Rev.  Dr.  Morse, 
Deacon  Josiah  Salisbury,  Sereno  E.  Dwight, 
William  Jenks,  John  Todd — all  then,  or  sub- 
sequently "  men  of  renown  " — in  the  Sabbath 
school  enterprise,  who  at  once  began  to  operate 
on  public  sentiment.  The  Boston  Society,  of 
which  the  Rev.  William  Jenks  was  Secretary, 
prepared  and  sent  forth  a  circular  address  to 
all  the  large  towns  in  the  State,  in  the  spring  of 
1817.  This  address  set  forth  the  true  object 


*  Sixty-two  years  ago  Ward  Stafford  was  a  poor  farmer's  boy 
in  New  Hampshire.  Becoming  hopefully  pious,  he  was  placed  at 
Phillips  Academy  in  Andover,  with  only  the  expectation  to  become 
fitted  for  the  duties  of  a  country  schoolmaster.  A  son  of  the  Rev. 
Dr.  Morse,  of  Charlestown,  becoming  acquainted  with  him,  and 
appreciating  his  talents  and  Christian  spirit,  mentioned  his  case  to 
his  lather,  who  at  once  solicited  subscriptions  in  his  behalf,  and 
obtained  of  Deacon  Josiah  Salisbury  and  others,  the  sum  of  $700. 
With  this  money,  young  Stafford  was  educated  at  Yale  College, 
where  he  graduated  in  1812,  with  the  second  honor  in  his  class, 
although  am  mg  his  competitors  were  such  men  as  Hon.  George 
Bliss,  and  Hon..  John  Davis. 


150      RISE  OF  SABBATH  SCHOOLS. 

and  desirableness  of  Sabbath  schools  ;  and  con- 
tained a  well  digested  plan  of  organizing  and 
conducting  them.  And  it  was  this  circular 
which  led  to  the  formation  of  Sabbath  schools 
so  generally  throughout  New  England  in  1818. 

The  Sabbath  school  was  now  a  recognized 
institution  ;  but  it  was  yet  in  its  infancy  :  what 
it  would  be,  did  not  yet  appear. 

The  number  of  schools  organized  in  181 T,  so 
far  as  is  known,  was  not  great ;  and  the  prog- 
ress of  the  cause  followed  no  regular  law  of 
outgrowth.  Schools  would  spring  up  in  differ- 
ent localities  ;  usually  the  result  of  the  efforts 

of  some  individual,  whose  heart  was  alive  to 

\ 

benevolent  Christian  action,  and  whose  means 
of  information  were  superior  to  his  or  her 
neighbors. 

In  estimating  this  fact  of  the  slow  growth  of 
the  plan  of  Sabbath  schools,  it  is  to  be  remem- 
bered, that  a  half  century  ago,  the  means  of 
circulating  general  intelligence  were  very  lim- 
ited. Up  to  1816,  there  was  no  weekly  relig- 
ious newspaper  printed  in  this  country.  "  The 
Boston  Recorder,"  the  first  of  this  class  of 
papers,  was  started  January,  1816  ;  and  the 
interest  in  such  an  enterprise  was  so  small,  and 
the  desire  for  religious  intelligence  so  limited, 
that  at  the  end  of  the  year  the  list  of  subscri- 
bers numbered  only  1,300. 


RISE   OF  SABBATH   SCHOOLS.  151 

1817. 

The  list,  already  given,  of  Sabbath  schools 
formed  up  to  the  close  of  1816,  is  probably 
nearly  complete.  The  list  for  1817  will  be  less 
full ;  and  the  cases  given  are  selected  to  show 
the  similarity  of  movement  by  which  all  the 
early  schools  were  gathered,  and  the  common 
difficulties  they  all  had  to  encounter. 

"  Braintree,  April,  1817.  Early  in  spring, 
the  expediency  of  introducing  a  Sabbath  school 
was  suggested  ;  but  like  other  prudent  folk  we 
were  afraid  of  new  things,  and  had  some  seri- 
ous qualms  of  conscience  lest  we  should  violate 
the  fourth  commandment,  by  doing  on  the  Sab- 
bath that  which  belongs  exclusively  to  the  other 
six  days  of  the  week.  However,  when  we 
found  that  nothing  would  be  taught  but  cate- 
chisms, the  Word  of  God,  and  hymns,  a  few  of 
us  consented,  and  the  school  was  opened  the 
third  Sabbath  in  April,  with  fifteen  scholars, 
four  teachers,  and  a  Superintendent." 

A  Sabbath  school  in  connection  with  the  First 
Baptist  Society  in  Framingham  was  opened,  this 
year,  by  Abagail  and  Deborah  Melleu,  and 
Emily  Parkhurst. 

A  school  Was  gathered  by  young  ladies,  in 
Watertown,  in  the  spring  of  this  year. 


152       RISE  OP  SABBATH  SCHOOLS. 

"  In  Royalston,  Mass.,  in  the  summer  of  1817, 
a  few  young  ladies  endeavored  to  form  a  Cate- 
chetical Society  on  Mr.  Wilbur's  plan.  It 
however  soon  became  a  Sabbath  school, 
instructed  by  three  young  ladies,  who  had 
from  twenty-five  to  thirty  pupils,  all  females. 
Very  little  encouragement  was  afforded  the 
school.  In  1818,  small  schools  were  kept  in 
four  school  districts,  instructed  by  six  females. 
In  all  the  schools  there  were  about  sixty-five 
scholars.  In  1819,  a  school  was  kept  in  the 
meeting-house,  during  the  interval  of  public 
worship,  under  the  direction  of  a  Superintend- 
ent and  twenty-five  teachers.  About  one  hun- 
dred and  twenty-five  children  were  constant  in 
attendance,  and  fifty  others  were  present  more 
or  less  of  the  time.  Besides  this  school,  there 
were  two  others  in  districts  remote  from  the 
centre,  in  which  about  fifty  children  received 
instruction  from  six  teachers." 

"  A  Sabbath  school  was  instituted  in  Chat- 
ham (New  Concord  Society),  New  York,  the 
second  Sabbath  in  July,  1817,  under  circum- 
stances peculiarly  embarrassing.  No  efficient 
plan  of  instruction  was  then  known.  Many  of 
the  children  lived  at  a  distance  from  the  place 
of  meeting ;  most,  of  both  parents  and  children, 
were  ignorant  of  its  nature  and  tendency  ;  some 


RISE  OF  SABBATH  SCHOOLS.      153 

entertained  doubts  of  its  propriety  ;  by  some  it 
was  treated  with  ridicule  ;  while  others  exerted 
their  influence  to  dissuade  children  from  attend- 
ing. Under  all  these  forbidding  circumstances, 
a  school  of  one  hundred  and  sixty  different 
scholars  was  gathered,  with  an  average  attend- 
ance of  ninety.  One  hour  each  Sabbath  was 
devoted  to  instruction.  Besides  those  who 
were  taught  to  read,  there  were  committed  to 
memory  and  recited  in  sixteen  Sabbaths,  four 
thousand  five  hundred  answers  in  the  Assem- 
bly's Catechism,  one  thousand  nine  hundred 
Divine  Songs  and  Hymns,  and  fourteen  thou- 
sand six  hundred  and  eighty  verses  of  Scripture. 
The  general  effect  of  the  school  has  been  great. 
There  has  been  an  observance  of  the  Sabbath 
by  the  children,  hitherto  unknown  in  this 
place."  JACOB  T.  BENEDICT. 

"  On  the  llth  of  May>  1817,  three  Sabbath 
schools  were  organized  in  Marietta,  Ohio  :  one 
at  BuelPs  school-room,  under  the  superintend- 
ence of  William  Slocumb  ;  one  at  the  Mus- 
kingum  Academy,  under  the  care  of  Mr.  E. 
Huntington  ;  and  one  at  Point  Harmar,  under 
the  charge  of  Dr.  John  Cotton.  To  each  of 
these  schools  several  young  ladies  and  gentle- 
men were  attached  as  assistant  teachers.  In 
the  three  schools  learners  were  admitted,  con- 


154      RISE  OP  SABBATH  SCHOOLS. 

sisting  of  children,  male  and  female,  adults, 
and  people  of  color.  The  scholars  have  been 
employed  in  reading  the  Scriptures,  committing 
portions  to  memory,  and  such  other  lessons  as 
are  usually  taught  in  such  institutions.  Several 
commenced  with  the  alphabet.  The  schools 
were  continued  twenty  Sabbaths." 


1818. 

The  great  majority  of  the  Sabbath  schools  in 
New  England  were  formed  in  the  year  1818. 

In  the  spring  of  this  year  schools  were 
opened  at  Natick  (the  second  Sabbath  in  April,) 
Dover,  West  Needham,  Medway,  Medfield, 
Sherborn,  Holliston,  Dunstable,  Groton  (three 
schools,)  Marblehead  (a  Sabbath  School  Union 
formed,)  Lynn,  Reading,  Topsfield,  Manches- 
ter, Athol,  Warwick,  Northfield,  Roxbury, 
(Rev.  Mr.  Bradford's  parish,)  Northwood,  N. 
H.,  St.  Johnsbury,  Yt.,  (three  schools,)  Glouces- 
ter, (first  Sabbath  in  May,  with  twenty-nine 
teachers  and  three  hundred  and  thirty  scholars 
average,)  Hamilton,  (May,)  North  Bridgewater, 
(May,  with  one  hundred  and  eighty-three 
pupils,)  Warner,  N.  H.,  (May,)  Thctford,  Yt., 
(the  church  voted  to  establish  Sabbath  schools 


RISE   OF  SABBATH   SCHOOLS.  155 

in  ten  different  school  districts,  which  com- 
menced May  17,)  Newton  Lower  Falls,  (May 
18,  with  eight  teachers  and  sixty-four  scholars, 
all  very  small  children  ;) — in  June,  at  Farming- 
ton,  Conn,  (first  Sabbath,)  South  Danvers, 
Woburn,  Pittsfield,  Vt.,  Stockbridge,  Vt.,  (two 
schools,)  Bridgewater,  Vt.,  (two  schools,)  Han- 
cock, Vt.,  (in  the  last  named  four  towns  the 
schools  were  organized  by  Rev.  Justin  Par- 
sons ;) — in  July,  at  Conway,  (July  12,  with  two 
hundred  scholars  and  a  large  Bible  class, ~) 
Bedford,  (with  eighty-seven  scholars,  from  six 
to  eighteen,  under  a  superintendent  and  eight 
teachers ;)  —in  August,  at  Dover,  N.  H.,  (August 
16,  with  one  hundred  and  ten  pupils,)  Danvers  • 
— at  Danville,  Vt.,  September  20. 

As  sufficient  facts  have  been  presented  to 
show  that  the  Sabbath  school  had  now  taken  a 
well  defined  position  among  the  religious 
agencies  of  the  Church,  this  list — necessarily 
incomplete- — is  here  closed. 

For  several  years,  the  recognized  head,  and 
authority,  in  matters  pertaining  to  Sabbath 
schools,  were  the  three  Societies — The  New 
York  Sunday  School  Union,  The  Philadelphia 
Sunday  and  Adult  School  Union,  and  The  Bos- 
ton Society  for  the  Instruction  of  the  Poor — 
each  operating  in  its  own  local  sphere. 


156       RISE  OP  SABBATH  SCHOOLS. 

Iii  1824,  The  American  Sunday  School 
Union  was  formed  ;  intended  to  embrace  all 
the  Unions  then  existing  among  evangelical 
denominations.  In  1825,  The  Massachusetts 
Sabbath  School  Union — auxiliary  to  the  Amer- 
can  Sunday  School  Union — was  formed. 

To  these  societies,  and  their  natural  out- 
growths, the  country  is  indebted  to  its  Sabbath 
school  libraries,  and  question  books,  and  Journ- 
als, and  books  of  song,  and  other  vitalizing 
agencies ; — till  the  "  little  one  has  become  a 
thousand  ;  "  and  the  church  cannot  say  to  the 
Sabbath  school,  "  I  have  no  need  of  thoe,"  nor 
the  Sabbath  school  to  the  church,  "  I  have  no 
need  of  you." 


[COFTRIGHT  SECURED.] 


TABLE   OF   CONTENTS.  157 


TABLE    OF    CONTENTS. 


Page. 

Preface, 3 

Saturday  Afternoon  Classes, 5 

Formation  of  Sabbath  School, 7 

Second  year, 17 

Third  year, 24 

Fourth  year, 30 

Fifth  year, 33 

Sixth  and  seventh  years, 35 

Eighth  to  fifteenth  years, 38 

Review  of  fourteen  years, 41 

Fifteenth  year, 47 

Sixteeenth  year, 48 

Sabbath  School  Society,  1818-1868, 49 

Adult  Department, 54 

Infant  Department, 57 

Sabbath  School  Concert, 60 

Benevolent  Contributions, 64 

The  Library, 69 

General  Statistics, 71 

List  of  Superintendents, 72 

The  School  as  it  is,          .        .        .        .    '    .        .        .        .73 

Memoirs  :   Abner  Stone, 82 

Abagail  Bent, 89 

Luther  Haven, 99 

Mary  Brown, 108 

The  Rise  of  Sabbath  Schools, 131 

In  England, 131 

Scotland, 136 

America: — Philadelphia, 137 

Paterson,  N.  J., 137 

Pawtucket,  R.  I , 137 

In  New  England:— Bath,  N.  H., 138 

Concord,  Mass., 139 


158  TABLE   OP   CONTENTS. 

Page. 

Beverly,  Mass., 139 

Boston, 140 

Brunswick,  Me., 140 

Salem, •  • 141 

Salem,  Tabernacle  Church, 141 

Newburyport, 141 

Kennebunkport,  Me., 142 

New  York  City, 142 

Wilmington,  Del., 142 

Cambridgeport, 142 

Boston,  Salem  Street  Church, 142 

Northern  Liberties,  Philadelphia, 142 

Newark,  N.  J., 143 

Chillicothe^Ohio, 143 

Westborough, 143 

Cambridge, 144 

Providence,  R.  I., 144 

Greensborough,  Vt., 144 

Carlisle,  Penn., »  144 

Boston,  3d  Baptist  Church 144 

Boston,  2d  Baptist  Church, 144 

Boston,  1st  Baptist  Church, 144 

Northampton, 145 

New  London,  Ct., 145 

Framingham,  ..........  145 

Charles-town,  1st  Church, 145 

Savannah,  Ga., 145 

Sabbath  School  Union,  N.  Y., 145 

Boston  Society  for  Instruction  of  Poor, 146 

Era  of  Sabbath  Schools, 146 

Rev.  Ward  Stafford, 149 

Braintree, .        .  151 

Framingham,  1st  Baptist  Society, 151 

Watertown,    .                 151 

Royalston,  Mass., 152 

Chatham,  N.  Y., 152 

Marietta,  Ohio, 153 

List  of  Sabbath  schools  formed  in  1818,         ....  154 


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